Category: Platforms | Tech

  • Analysis: Sebastian Thrun, Creates the University of Silicon Valley and the Fourth Degree

    Analysis: Sebastian Thrun, Creates the University of Silicon Valley and the Fourth Degree

    Mikel Amigot | IBL News

    Sebastian Thrun, Founder and CEO at Udacity, is not shy when he claims, in a recent post, that his company will become the “University of Silicon Valley”. “Every student will now have technical mentors, expert reviewers, career coaches, and personalized learning plans on their side, in every Nanodegree program,” he writes before welcoming everyone “to the future of e-learning”.

    Class Central criticized Sebastián Thrun’s missteps with its restructuring plan, initiated in late 2018, with three rounds of layoffs of 40% of its employees, and offices around the world closed or downscaled. In addition, Vishal Makhijani stepped down as CEO and the Founder stepped in at the company he created in 2012. The startup, with over $90 million in revenue, now employs 300 full-time equivalent employees and about 60 contractors.

    Sebastian Thrun, 52-years old and born in Solingen, Germany, is a tough entrepreneur, who completed his Ph.D. in computer science and statistics in 1995 at the University of Bonn. He taught computer science at Carnegie Mellon and Stanford University and worked at Google as VP, founding Google X and Google’s self-driving car team. He led the development of the robotic vehicle Stanley which won the 2015 DARPA Grand Challenge. Thrun is also the CEO of Kitty Hawk Corp, a flying-car startup. He is known for his work on probabilistic algorithms for robotics. At the age of 39, he was elected into the National Academy of Engineering in DC.

    He describes himself as “a scientist, educator, inventor, and entrepreneur”. What Sebastian Thrun doesn’t highlight, however, is the fact that he is running a company with the iron rod of a Wall-Street CEO –which isn’t that cool in elitist Academia. Instead, he claims that his “mission is to democratize education by providing lifelong learning to millions of students worldwide.”

    A scientist whose company has achieved the status of a unicorn of $1 billion is certainly not an easy sell in higher education. Being a billionaire and a genius scientist only happens in a Hollywood play. And superheroes as Tony Stark in Iron Man, are fictitious.

    What everyone we talked to agrees on is that Sebastian is a relentless innovator in online learning.

    He is convinced that more support results in improved outcomes for students and helps them to find better jobs.

    “Only 4% of students ever complete a MOOC. At present, our Nanodegree programs have a 34% graduation rate, thanks to the tireless efforts of the hard-charging Udacity team. When paired with our new personalized mentorship programs in past experiments, cohorts have commonly exceeded 60% graduation rates.” (…) “For our Nanodegree Plus pilot, an independent accounting firm verified that among our career-seeking and job-ready graduates, 84% found a new, better job within six months of graduation. And for that 84 %, the salaries went up, by an average of $24,000 per person. So much that on average, those students recouped their entire Udacity tuition fee in just three weeks.” (…) “No other online learning platform provides this level of end-to-end personalized mentorship.”

    Along with tutoring and mentoring, another signature area of innovation at Udacity is credentialing.

    Sebastian Thrun states that Udacity’s Nanodegree program –with 75,000 graduates and 200 industry partners– is “the new fourth degree”, beyond “the three common university degrees — the Bachelor’s, Master’s, and PhD.”

    “The Nanodegree program is well on its way to becoming a de-facto standard for hiring and corporate training in the tech industry. This is in no small part because partners like Google, Amazon, Facebook, AT&T, IBM, Mercedes, and so many others help us develop our curricula, and hire our graduates. If Udacity was an actual university, we would be “accredited by industry.” Who would know better what it takes to get a job at your dream company than our own corporate partners?”

    Grand statements. It would be interesting to know what Stanford University, and other elite schools and platforms like Coursera and edX think about all of this.

  • The Good and the Bad: Choose the Best OPM, According to Dr. Chuck

    The Good and the Bad: Choose the Best OPM, According to Dr. Chuck

    Mikel Amigot, Zoe Mackay | IBL News

    Dr. Charles Severance, Clinical Professor at the University of Michigan School of Information and world’s #1 Python teacher, spoke with IBL News about OPMs and UMs upcoming online MOOC-based degrees.

    Online program management (OPM) companies are on the rise, but in Severance’s view, there are good OPMs and bad OPMs. “The best way to describe the difference between [them] is that good OPMs take less of your money than the bad OPMs. The bad OPMs like to take more than 50% of the revenue.”

    edX and Coursera are good OPMs, says Severance, “in that they bring a lot to the table, the market, they do things globally that no school will ever be able to do. The University of Michigan could never have the global reach, no matter how many people we hired, that we get by being part of edX and Coursera.”

    This he sees as a value, where edX and Coursera have changed the world positively, which is worth investing in further.

    As one of the most successful MOOC universities today, the University of Michigan is starting MOOC-based degrees with their own unique approach. The Online Masters in Applied Data Science will launch in the fall of 2019. It encompasses 36 credits, where every class is 1 credit and 4 weeks long. “We are envisioning [full online degrees] very differently,” he says, “it is it’s own disruptive idea.

    The idea of an online MOOC-style degree fills a gap. Individual MOOCs are wonderful, specializations and micromasters are wonderful, but online full degrees are a completely different thing. And the key difference is the pace.”

    With actual online degrees, with online support, we can move you through material that after a year or two years, you are truly transformed and you truly know a lot of things you didn’t know before.”

     

    The Future of UMs Online Degrees and How to Innovate

    The Online Masters in Applied Data Science, coming in the fall of 2019, will be offered for the price of in-state tuition, regardless of where students live. Severance and his team would eventually like to lower that cost.

    That’s one of the things I like about Georgia Tech, they actually reduced the cost to reflect some of the reduce costs to produce.”

    The University of Michigan School of Information aims to expand rapidly but start small, says Severance, “I think it could easily get to 600 students per year,” from their current 100-150.

    I’m seeing a pattern between how we’re doing this and how the open university does their teaching at scale and that is that they have a faculty that creates the content and then they have a smaller ratio of mentor faculty that stay close to the student and that scales up pretty well.

    Severance’s hope is that the teaching assistants will scale up nicely, with a ratio of 50-100 to 1, and the faculty with a ratio of 100-200 to 1. While the Online Masters in Applied Data Science is breaking the traditional mold of online degrees, he finds that MOOC platform vendors have not shown they listen when universities ask for new features.

    “If you want to do something bold, you have to find an integration point like learning tools interoperability or xblocks and plug in what you’re going to do. It is folly to hope that OPM providers will change their platform to meet your needs.”

     

    Watch the second part of the interview with Dr. Chuck Severance in the two videos below (the first part of the interview is here).

     

    Part III


    Part IV

  • Open edX | May 2019: Harvard’s Blockstore, Jupyter, MITx, Blockchain…

    Open edX | May 2019: Harvard’s Blockstore, Jupyter, MITx, Blockchain…

    Newsletter format  |  Click here to subscribe ]

     

    MAY 2019 – NEWSLETTER #16  |  More breaking news at IBL News 

     

    INITIATIVES

    • Harvard’s Blockstore Technology Will Enable Personalized Learning on Open edX

    • Open Resources Such as Jupyter and Open edX Transform STEM Education, Proves Prof. Barba

     

    ACADEMIA

    • “Finding a Positive Synergy between MIT’s MOOCs and Learning on Campus”

    • Starting in Online Learning: How Rochester Institute of Technology Navigates

    • Up-skilling for Today’s Workforce: a Perspective from Lisa Stephens, SUNY

     

    COURSES

    • Interview with Dr. Charles Severance, World’s Python Professor

    • “Transparent AI Will Revolutionize Online Learning”

     

    VIEWS

    • Decentralization & Blockchain on Open edX: Sharing Without Needing Trust

    • Few Impactful AI Developments On Education At Scale

     

    2019 UPCOMING EVENTS

    Education Calendar  –    MAY  |  JUNE  |  JULY  |  AUG – DEC 2019

     

     


    This newsletter about Open edX is a monthly report compiled by the IBL News staff, in collaboration with IBL Education, a New York City-based company that builds AI analytics-driven, revenue-oriented learning ecosystems, and courses with Open edX and other educational software. 

    Read the latest IBL Newsletter on Online Education at Scale  |  Archive of Open edX Newsletters

  • Learning At Scale | May 2019: Creative Commons, Docker, Coursera, Pluralsight…

    Learning At Scale | May 2019: Creative Commons, Docker, Coursera, Pluralsight…

    Newsletter format  |  Click here to subscribe ]


    MAY 2019  –  NEWSLETTER #22 ON ONLINE EDUCATION AT SCALE

     

    INITIATIVES

    Creative Commons developed a new Search engine which allows users to find and use 300 million open licensed images.

    • Docker created a foundation to educate minority engineers.

    The Horizon Report for 2019 examined what past predictions got wrong, and gamification in education is one of them.

     

    OPM

    A 10-year contract means signing away your digital future, said an Extension Engine manager.

    “Be careful when you hire an OPM: Outsourcing your virtual future is a bad idea”, writes Robert Ubell.

     

    INDUSTRY

    Knewton, who raised $180m in total funding to promote its adaptive learning technology, sold its assets to Wiley for an undisclosed amount.

    McGraw-Hill and Cengage, two of the country’s three biggest textbook publishers, announced that they would merge.

    Credly raised $11.1 million in new funding. This digital credentials company acquired Acclaim from Pearson last year.

     

    ACADEMIA

    Arizona State University (ASU) is adopting an AI-powered calculus learning platform created by two math professors at Stevens.

    The Unizin consortium added Rutgers and Miami universities, along with two vendors, Examity and Kaltura.

    Georgia Tech disclosed a data breach that could have exposed the personal information of 1.3 million people.

    “At the end of the day, we reflect the voice of the learner”, says edX’s CEO.

     

    LEARNING PLATFORMS

    • SEEK Australian Marketplace acquired 50% of FutureLearn for $64M.

    • Coursera raised an additional $103 million placing itself closer to an IPO.

    Pluralsight made its first acquisition since it went public in May 2018. It bought GitPrime, a code repository platform, for $170 million in cash.

    Austin-based training platform A Cloud Guru raised $33 million to expand its content library and hire more instructors, engineers, and staff.

     

    2019 UPCOMING EVENTS

    Education Calendar  –    MAY  |  JUNE  |  JULY  |  AUG – DEC 2019

     


    This newsletter about learning innovation is a monthly report compiled by IBL News and IBL Education. If you enjoy what you read please consider forwarding it to spread the word. Click here to subscribe.

    Archive:
    IBL Newsletter #21– April 2019
    IBL Newsletter #20– March 2019
    IBL Newsletter #19– January 2019
    IBL Newsletter #18 – December 2018
    IBL Newsletter #17 – November 2018

     

  • Open Resources Such as Jupyter and Open edX Transform STEM Education, Proves Prof. Barba

    Open Resources Such as Jupyter and Open edX Transform STEM Education, Proves Prof. Barba

    Mikel Amigot | IBL News

    Using open educational resources such as Jupyter and Open edX to teach STEM will transform teaching and learning and result in an engaging active experience in the classroom.

    This was the central idea of a faculty workshop conducted by Professor Lorena A. Barba, from The George Washington University (GW), at the University at Buffalo this weekend.

    During this hands-on seminar, participants reviewed some of the education research underpinning design decisions and discovered practices of open education.

    Also, it included an introduction to the Jupyter toolbox for teaching and learning.

    “Jupyter is a killer app, it provides a medium for expression using computing as part of the learning,” said Professor Lorena Barba who has been using Jupyter for over six years.

    “Using the Open edX course platform, you can construct learning pathways using content pulled dynamically from a public Jupyter notebook (e.g., on GitHub), with the Jupyter Viewer Xblock.”

    GW, along with IBL Education, contributed two XBlocks to build edX-style courses based on Jupyter: the Viewer, and a Jupyter Grader for auto-graded student assignments.

    Jupyter-based courses can be written using an open development model (like any open-source software project), collaboratively and under version control. Once the material is ready, instructors can build a MOOC-style course on Open edX, pulling the content from the notebooks without duplication in the course platform.

    Instructors can interleave short videos and graded sub-sections using the built-in problem types, or using the Graded Jupyter XBlock.

    “Our course development workflow is the product of several years of refinement and applies evidence-based instructional design. Combined with modern pedagogies used in the classroom, like active learning via live coding, you can create learning experiences that are effective on campus and online,” explained Prof. Barba.

    Watch the interview with Professor Lorena A. Barba in the video below.

     

     

    Valuable resource: Jupyter-first courses

  • Decentralization & Blockchain on Open edX: Sharing Without Needing Trust

    Decentralization & Blockchain on Open edX: Sharing Without Needing Trust

    Zoe Mackay | IBL News

    Miguel Amigot II, CTO of IBL Education, spoke to the issue of data centralization in today’s learning ecosystems during the 2019 Open edX Conference in San Diego. Blockchain technology, he argues, decentralizes data ownership away from a small selection of vendors which allows the ability for companies to share data without having to trust one another.

    Centralization is where we are today, as businesses protect their learners’ data and commoditize it. However, this is inefficient for the learner as there is no ability to move with ease between different learning management systems.

    When we look at the alternative, Miguel says, decentralization is the ability to use Blockchain as the infrastructure layer, which in turn allows that decentralization to happen. “The common analogy is, Blockchain is HTTP.”

    Blockchain allows us to see what a world would be where businesses and different organizations don’t make a living by siloing off that data.

    An obvious use case is certificates, Miguel argues, which require time sensitivity and validity from their sources. This has already gained traction, such as MIT’s blockcerts that “allow us to insert certificates on the (public) Ethereum blockchain.”

    Adaptive learning as another case study illuminates the issue that due to the siloing of information by companies, true adaptive learning is not yet possible. There is a rigidity that users face where they cannot prove what skills they have already mastered, because they are unable to share achievements from other learning platforms.

    Blockchain allows convenience and flexibility in these case studies and many others, such as user management. In his talk, Miguel urges us to think, “Are these problems worth solving? Are we just going to say, in the future, everything is going to be centralized and we are going to live in a world where perpetually organizations make their money by siloing data and really implementing dark practices…”

    Blockchain allows us to share without trusting each other. “There is some data that we are going to agree to share, and the arguments for that aren’t altruistic necessarily…it’s really just about what is most practical.”

    Watch Miguel Amigot’s full talk in the video below.

     

     

  • Interview with Dr. Charles Severance, World’s #1 Python Professor

    Interview with Dr. Charles Severance, World’s #1 Python Professor


    Mikel Amigot, Zoe Mackay | IBL News

    Dr. Charles Severance, Clinical Professor at the University of Michigan School of Information, discussed with IBL News the success of his world-renowned python course and where he sees his future in online education.

    While Severance did not have the first python course online, he has the world’s most popular course which has reached over 4 million students. “Across all the platforms it exists on (Coursera, edX, and others), I have probably graduated about 200,000 students.

    “What I’ve found is a very unique niche… computer science professors actually don’t know how to teach an introductory computer science course. They know how to teach [this] to someone who has been programming for several years. I specialize in actually teaching introduction to programming, which is a prerequisite to introduction to computer science.”

    With Severance’s course, students were able to get the fundamental skills in programming that they necessitate to succeed in other introductory computer science courses. “I became, over the last 5 years, the de facto prerequisite for literally everything python.”

    As the need for programmers is expanding, Dr. Severance’s courses offer a possibility to students who have no background in the computer sciences. Right now “you could learn python, you could work an entire 50-year career, and never learn another programming language. And in the future, python is going to further dominate.”

    Primarily, his courses were offered on Coursera, but as of January 2019, Severance’s courses are available on edX.

    I knew that edX was missing a course that was a beginning programming course, and if I could just give that as a gift to the entire edX community, then edX would be better.”

    That is python for everybody, everywhere. And that is my joy, my joy is everywhere. No matter what country, what language, everyone has a chance to get a decent technical job that can take care of their families and give them a life and a future, and give them a step into education.”

    The “Django for Everybody” Course Will Start In the First Quarter of 2020

    With the most successful online introductory programming courses in the world, everyone is excited about new releases from Dr. Severance.

    His “Django for Everybody” course, he says, will be started in the first quarter of 2020, after teaching it once more on campus. He aims to alter the course into a MOOC to be offered on Coursera or edX but will be available on his own website by January 2020.

    Severance’s main goal is to adequately prepare students to fully succeed within computer science curricula. “I think there are many good degrees in computer science… My goal in life is to get as many people ready to go into a real degree with 40 or 50 faculty members.”

    Speaking at the Open edX conference, Severance says that while he is attending “partly as a happy and satisfied faculty member successfully teaching on edX,” he is also aware that online learning is bound to change, and he also attended to see how “the next generation of LMS’s might take benefit from all of the wonderful experience that the edX software base [has provided].”

    I think the greatest mistake that we can make is that just because products are successful in the marketplace does not mean they cannot be replaced by the next generation. If there has been anything in the last 15 years of education technology, it’s that there is always a new generation… and a wheel of progress.

    I believe that there’s going to be a transformation…and the next LMS generation is going to be based on the next generation of standards — learning tools interoperability LTI advantage is just coming out.”


    Watch the first part of the interview with Dr. Chuck Severance in the two videos below.

    Part I

     

    Part II

  • SEEK Australian Jobs Marketplace Acquires 50% of FutureLearn for $64M

    SEEK Australian Jobs Marketplace Acquires 50% of FutureLearn for $64M

    The leading Australian employment marketplace SEEK continues its grandiose march into the education at scale industry, after a huge investment in Coursera last week.

    FutureLearn, the fourth largest MOOC platform (after Coursera, edX, and Udacity) announced today, through its CEO Simon Nelson, that SEEK is taking 50 % of this educational portal for $64.6 million (£50 million).

    “This is big news for us. SEEK adds experience and expertise in the employment sector, a good fit for the education sector as more people look for a return on the time and money they invest in learning,” stated Simon Nelson.

    “We will still be offering access to courses for free but the investment means we can do more, more quickly. For example, we’ll continue to invest to ensure our platform remains extremely user-friendly and enjoyable to use on mobile, desktop and tablet. We’ll also remain focused on the courses we bring you so look out for more courses in terms of new subject areas, more degrees, and bite-sized stackable courses for learners keen to develop a particular skill for the workplace.”

    SEEK invested another $50 million on a minority stake in Coursera last week.

    • Press Release: The Open University secures £50M investment in social learning platform FutureLearn

    • IBL News: Coursera Raises an Additional $103 Million – Closer to an IPO?

     

  • “Finding a Positive Synergy between MIT’s MOOCs and Learning on Campus”

    “Finding a Positive Synergy between MIT’s MOOCs and Learning on Campus”

    Zoe Mackay, Chris Dowhan | IBL News

    Sheryl Barnes, Director of Digital Learning and Residential Education at MIT, shared with IBL News MIT’s extensive use of the edX platform following her talk at the Open edX conference.

    MIT has a local version of the Open edX platform in addition to many MOOCs currently running on edX. Her task is “finding a positive synergy between the work that goes into developing the MOOCs and teaching on campus.” The content that is created for the MOOCs is easily repurposed for blended MIT classroom experiences, where instructors can utilize their video lectures and “repurpose the classroom time to do higher order thinking application, value added-type activities.”

    99% of undergraduate MIT students have taken a class that utilizes the Open edX platform. The two major perks, as identified by Barnes, are the ability for instructors to create video lectures that are “the version they would like to give every time,” and using the self-graded problem types that allow instant feedback to students.

    Barnes says that she is “excited about the teaching and learning folks in the community coming together.” While the Open edX conference has been steered toward the developer community in the past, the broadening to include these other sections of the online learning community has been beneficial for Barnes and her counterparts in education.

    Watch Sheryl Barnes full interview with IBL News in the video below.

  • “At the End of the Day, We Reflect the Voice of the Learner”, Says Anant Agarwal

    “At the End of the Day, We Reflect the Voice of the Learner”, Says Anant Agarwal

    With $80 million of financing from MIT and Harvard, and a consortium business model, mainly based on partnerships with top universities and companies, edX is an unusual non-profit organization, although a successfully disrupting shop.

    “Over the past eight years, everything that we’ve done has been controversial, where somebody or other has lobbed a call to me saying, “Anant, are you crazy? What are you doing? But over time, people have gotten used to it,” revealed Anant Agarwal, CEO at edX, on a candid conversation with Harvard Business School Professor Joe Fuller.

    Open sourcing the platform, setting a paywall for courses, partnering with the corporate world, and the launch of the edX For Business marketplace are among those controversial decisions. “There are 2,400 other sites using Open edX, on which there are an additional 25 million learners learning.”

    “As a nonprofit consortium of universities, we have a lot of debate, and we, ourselves, don’t move as fast as I would like to see us move because of the need to communicate and get everybody’s buy-in. But even then, certainly bringing in corporate partners to offer content on edX was controversial, and we certainly hear from university partners about that. However, at the end of the day, we reflect the voice of the learner, and we believe we should be doing what is right for humankind. And, by and large, the partners come along once they realize that the motivation here is nonprofit. It’s for the good of the learner, and they’ve all bought into it.”

    “Corporations bring a whole new perspective to learning. Where the university courses tend to be oftentimes theoretical and rich in one sense, the corporate courses tend to be much more applications-focused and bring a whole different kind of view on learning.”

    Mr. Agarwal highlights the idea that staying relevant in today’s workplace requires constantly adding and being credited with new skills. “Skills are moving at an incredible pace.” “Employees that are working—or looking for work—need new literacies, need new ways of building skills, need new skills to be able to get jobs in the new economy. There are various studies that show that, within the next 10 years, by 2030, half the people on this planet will need to upskill themselves, or they will risk losing their jobs”.

    edX’s CEO mentions the MicroMasters program as an example of innovation that responds to learners’ demand and the fact that 75% of them are looking for a modular demand. The outcome is clear: 91% of MicroMasters’ students say that they’ve already achieved a career advancement based on that certificate.

    “Given the future of work, how technology is rapidly changing work in amazing ways, the future of learning will be lifelong. (…) For lifelong learning to happen, I don’t believe there is any other way to do it than online. What are the odds that you’re going to be able to go to a campus for a year once you’re 35 years old? You need modular credentials, you need online learning, and it has to be open enrollment. We can’t have admissions processes.”

    What edX has done is, by applying a platform approach to education, it is aggregating learners from all over the world—20 million of them, and 140 institutional partners—to be part of the platform. The content comes from many places, and learners come from many places that coordinate on the platform.” (…) “We have 100 professional certificate programs and 50 MicroMasters programs on topics like blockchain and fintech and Python programming and Azure Cloud and cloud computing, and all kinds of topics.”