Category: Views

  • 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.

  • View: Instructional Designers Forget What Makes a Course Successful

    View: Instructional Designers Forget What Makes a Course Successful

     

    Mikel Amigot |  IBL News

    When we create courses, we follow the latest pedagogical innovations along with Backwards design rules, and this seems to be the right approach. The problem arises when our online courses get few enrollments and the economics of the course put our project in danger.

    What we are doing wrong? What needs to be fixed?

    As instructional designers, we forget what motivates enrollment and purchase’s decisions.

    Learners want real outcomes. How the online class they are enrolling in is going to change their life.

    It is all about career advancement. It is all about a direct impact on their earnings, income, and job promotion.

    If the promised transformation is not convincing, we won’t attract enough students to make the course or the program sustainable.

    A second requirement: we need to establish trust.

    Our instructor, or staff or instructors, need to prove that they are the right fit for the job. They should be authorities in that instructional field. They must be committed to teach you and deliver a transformational experience, too.A welcome trailer will prove all of it. Additionally, video testimonials from learners will be helpful.

    Third, we need to avoid unnecessary material and present a compelling, content outline. We will feature only the lessons required to achieve the goal. Long programs usually discourage learners.

    To make sure, it’s key we collect continuous feedback from reviewers prior to the launch, in order to validate the concept and the outline. Redo what needs to be redone, including videos and animations, and remove whatever seems redundant.

    Refining the course will ensure a great performance when it goes public.

    Let’s follow all of these ideas when we engineer a program!

  • View: Reaching the Right Audience for Your Courses on Twitter

    View: Reaching the Right Audience for Your Courses on Twitter

    Mikel Amigot

    Twitter outranks YouTube, Facebook, and Instagram in online marketing effectiveness among businesses in the U.S. Around 75% of B2B business and 65% of B2C business use Twitter, according to Statista.com.

    To gain effectiveness on Twitter, there is just one single rule: create high-quality content for your target audience.

    However, getting real followers is a tough business. A fast way to grow organically is by paying for a Twitter Ads campaign; naturally, after having great content.

    The practice of buying fake followers and interactions on sites such as AudienceGain.com or GetAFollower.com is dangerous. This can damage your reputation. Twitter warns that it can result in an account suspension.

    With a Twitter Ads Campaign, note that the acquisition of followers is not guaranteed. Truly, you are paying for the opportunity to reach the right people for your business.

    These campaigns enable you to use a variety of methods to identify your target audience, reach engagement and pursue business conversions.

    There are two ways to begin advertising on Twitter: click on “View Tweet Activity” and “Promote your Tweet”, or go on your profile to “Twitter Ads” and “Create Campaign”.

    In your promotional effort to drive engagement and revenues for your online courses, keep in mind that Twitter is a medium designed to encourage meaningful conversations and connections among users. Adjusting your marketing to this reality, while being authentic, is the way to go.

     

  • 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

  • Red Hat and Microsoft Partner Together, While IBM’s Acquisition Is Approved

    Red Hat and Microsoft Partner Together, While IBM’s Acquisition Is Approved

    Mikel Amigot | IBL News (Boston)

    “Red Hat has evolved from a one-product company to the enterprise open source leader with a full portfolio stack,” said its CEO Jim Whitehurst during the first annual summit, which took place this week.

    To highlight the moment, Red Hat modified its logo and launched a campaign around “open source” and how “it unlocks the world’s potential”.

    “We hope you share the same passion”, encouraged Tim Yeaton, Executive Vice President and Chief Marketing Officer.

    To live by the example, this manager inked himself with an arm tattoo displaying the company logo. He proudly showed it on stage during a talk about “open source stories” this Wednesday.

    Another executive, Leigh Day, Marketing Communications Manager, did exactly the same.

    In addition to updating its brand, Red Hat publicized several case studies (from

    giants such as Delta or Deutsche Bank to farming and educational projects) who utilize open source hardware and software.

    The Red Hat Summit in Boston was also notorious for the visit of Microsoft CEO Satya Nadella, who walked on stage to talk with Jim Whitehurst, and bear the news of a new joint Microsoft-Red Hat program: Azure Red Hat OpenShift.

    Two decades ago Microsoft’s Chairman Steve Ballmer claimed that “Linux is a cancer”, and now its CEO is coming into a major Linux tradeshow and announcing a partnership. (On the open source Open edX universe we’ve also seen a similar approach from Microsoft).

    Satya Nadella explained that Microsoft has embraced open source, “because it’s driven by what I believe is fundamentally what our customers expect for us to do. Which is to say: Doing what’s best for both companies’ customers.”

    “We have to be a bit more humble and say, ‘Okay, how do we bring value to the table with great technologies coming from a lot of places?,’” he added.

    Whitehurst replied: “Five years ago we had been linked to the whole adversary relationship. It’s just amazing to see how much progress we’ve had together. And I think that’s on both sides and both desire to serve our customers, and we found such great range to work together.”

    Microsoft’s move seems mostly motivated because its interest on promoting Azure on its fight with AWS, Google Cloud and others.

    Last year, Red Hat brought its enterprise Kubernetes OpenShift platform to Microsoft’s Azure cloud.

    The two companies see this pairing as a road forward for hybrid-cloud computing.

    IBM’s Acquisition Approved

    Just ahead of this conference, the US Department of Justice approved IBM’s proposed Red Hat acquisition, which was announced last October. This means the IBM/Red Hat acquisition for $34 Billion is still on track for the second half of 2019.

    During the summit, IBM Chair and CEO Ginni Rometty reiterated Tuesday that Red Hat would remain independent as promised.

    “Jim and I have both agreed—Red Hat should stay an independent unit,” she said during his keynote.

    “I’m not buying them to destroy them. It’s a win win for our clients. It’s a way to drive more innovation.”

    Resource: Red Hat’s Press Conference Materials (PDF)

    • Video recap of the Summit

     

    [Note: Microsoft, RedHat and IBM are edX partners and utilize the Open edX platform in their training at scale]

  • 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

  • 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

  • View: Few Impactful AI Developments On Education At Scale

    View: Few Impactful AI Developments On Education At Scale

    Mikel Amigot

    Developments in AI are now accelerating at an unprecedented rate. Several corporations are deploying AI at scale, as we noticed this week at the O’Reilly AI Conference in New York.

    There is faster hardware for sensing, model training and model inference; we saw new cloud and on-premise tools, architectures and pipelines. Among those impactful implementations, we didn’t find emerging developments for our learning industry.

    Only one exhibitor out of 28 was on education: a Chinese company called Squirrel AI Learning, squirrelai.com. It featured itself as “the first pure-play AI-powered adaptive education provider in China”. “We provide personalized and high-quality K-12 after-school tutoring at an affordable price”.

    This company, owned by Yixue Group, says it has opened 1,700 schools, with a teaching staff of 3,000 in 200 cities across China. Apparently, it accumulates funding of $15 million.

    Is China so ahead in AI-driven education?

    We attended the O’Reilly-organized press conference with the experts in that industry to inquire about it.

    Martial Hebert, a leading researcher and Director of Carnegie Mellon Robotics Institute, explained to us that there are a number of elements of AI that can be used on education at scale such as facial recognition.

    This is an application which some companies already use in China, including the parent organization of Open edX-based platform XuetangX.com.

    However, the state of this technology seems to be at a very early stage.

    The goal of all of these tools, including the data analytics approach, aligns with the adaptive and personalized learning requirement. It means being able to respond to the student’s interaction in real-time by automatically providing her with individual support.

    In small traditional classrooms, the lack of personalized attention can be tackled with an AI-based face recognition solution, especially if there is no data-protection concern, as it happens in China.

    The machine reads the learner’s expression in order to determine whether he or she is struggling to grasp a subject. If so, the instructor receives a notification and modifies the lessons to respond accordingly.

    This can be done with a reduced number of students, but is it feasible in online education at scale?

    Carnegie Mellon is working on it, but it doesn’t seem to be close.

  • Analysis: Certifications to Grow Your Developer Community

    Analysis: Certifications to Grow Your Developer Community

    By Miguel Amigot II (*)

     

    The Problem

    We all have too much information to process, too many things to do, and too many libraries, frameworks, and languages to learn. Moreover, everything has an opportunity cost… but not everything has an equal return.

    In order to grow an open source community, it’s not enough to release great software, blog posts, and videos, if the truly relevant KPI’s have to do with developer engagements and statistics on GitHub like how many people interact with our repositories by starring, creating issues and submitting pull requests.

    Since we compete for engineers’ very limited attention and time, we have to make it worth it for them to learn and benefit from our software.

    From an incentive analysis standpoint, what can we do to attract and retain engineers’ attention? What is the real reason that they would choose to invest four hours of their time learning about some tools out of the many others that flood Hacker News every week?

     

    The Solution: Certifications

    Engineers need to learn the latest technology in order to advance their careers and establish with their employers, peers, and recruiters that they’ve learned it.

    Consequently, if they have to choose between spending four hours per week learning X as opposed to Y, they’re going to focus on the tool that has the highest rate of return for their careers. All else being equal, if they can get some sort of certificate or credential from one of them, then that’s going to make it that more compelling. Especially if it’s one that can be posted on LinkedIn or another channel.

    From the educator’s perspective, sharing certificates on social media is also going to viralize the offering and lead to a positive feedback loop, as peers are going to view and wonder what it takes to earn it.

    The level of effort that goes into earning that certificate or microcredential can vary: sometimes it can be indicative of an understanding of the fundamentals of a topic while other times it can represent true mastery. The important thing is that the learners be able to obtain some sort of credit or recognition for the time they invest.


    Case Study: NVIDIA Deep Learning Institute

    In less than a year, the NVIDIA Deep Learning Institute at courses.nvidia.com surpassed 100k users following a simple idea: in order to attract users, you have to make their time worth it.

    NVIDIA launched a catalog of high-quality deep learning courses and provided learners with tangible, verifiable and visible certificates that they could post on LinkedIn and Twitter.

    This allowed learners to go to their employers and prove that they know the topics since NVIDIA’s certificates cannot be earned unless students train models sufficiently well.

    From a market standpoint, NVIDIA’s deep learning education program has become much more valuable than any other which does not issue a certificate.

    Needless to say, many other organizations such as Udacity, Coursera, edX, IBM, Red Hat, Databricks and others have also followed this mantra, evidenced by the frequency with which their learners share their credentials on social media.


    Next Steps: Certify Your Open Source Community

    Grow your open source community by issuing certificates that explicitly make it worthwhile for engineers to learn your technologies.

    Implement an online learning platform which compiles documentation, readings, videos and multimedia materials (most of which likely exist from conferences and blog posts, anyway) into attractive online courses which, ideally, won’t last for longer than four hours.

    These courses will culminate in certifications or microcredentials, which can correspond to any of the following: understanding the fundamental use cases and codebase, maintenance, unit testing, extensions or applications to a certain industry.

    They will also provide developers with a “how to” venue to get answers, collaborate with each other and, potentially, benefit from mentor support.

    If you want to implement a high level of rigor in your courses then, like NVIDIA, issue labs that provide learners with programming environments where they must achieve certain outcomes in order to pass assignments.

    In any case, the argument is clear: if you want engineers to invest time learning about your technologies, then you have to make it worth it for them.

    * Miguel Amigot II is CTO at IBL Education

  • View: OPMs As Banks and Enrollment Machines

    View: OPMs As Banks and Enrollment Machines

    Mikel Amigot

    Now that online degrees are widely accepted by employers in the U.S., there is a new demand for the Master’s program business and universities are considering the OPMs (Online Program Managers) outsourcing solution.

    OPM for-profit companies are mostly providing financial, enrollment, marketing, and curriculum design services. In a way, they are both banks and student recruitment/retention machines.

    2U is the leading publicly traded company, with a market value of over $4.5 billion.

    Universities that partnered with an OPM have outperformed their peers in increasing online enrollment, a recent study by Eduventures found.

    The problem lies in the fact that institutions do not want to give up academic control and don’t like the way OPMs make money –by attracting students and keeping them enrolled, many times with aggressive techniques.

    They tend to forget that OPMs need a certain enrollment threshold –typically 2,000 students, according to two experts– to recoup their investment or turn a profit.

    Non-profit colleges seem to be living under the assumption that corporations follow an altruistic idea of higher education. They are not, despite their fancy mission statements.

    Many academic administrators and faculty members would be scandalized listening to some of the conversations happening on OPM’s enrollment call-centers, as IBL News checked. They would immediately break their contracts and refuse to hire these companies again. These practices are one of the best-kept secrets in the industry.

    To be honest, OPMs also offer a proven track record when is about designing high-quality programs.

    Moreover, by overcoming universities’ enrollment stagnation challenge, OPMs are keeping institutions flourishing.

    We can romanticize the higher education landscape as much as we wish, but in the end, it is a business, a genuinely American business. And OPMs, despite some of their practices, are fit partners for universities in the common goal of generating revenues in the new digital economy while educating.