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&&&&&& 1992WAVESWeb-based Audio/Video Educational SystemsASEE1998 2004LCELearner Centered Education
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1) IIIInstructor Independent Instruction, III
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Published: May 2, 2012
Harvard’s involvement follows M.I.T.’s announcement in December that it was starting an open online learning project, MITx. Its first course, Circuits and Electronics, began in March, enrolling about 120,000 students, some 10,000 of whom made it through the recent midterm exam. Those who complete the course will get a certificate of mastery and a grade, but no official credit. Similarly, edX courses will offer a certificate but not credit.
But Harvard and M.I.T. have a rival — they are not the only elite universities planning to offer free massively open online courses, or MOOCs, as they are known. This month, Stanford, Princeton, the University of Pennsylvania and the University of Michigan announced their partnership with a new commercial company, , with $16 million in venture capital.
Meanwhile, , the Stanford professor who made headlines last fall when 160,000 students signed up for his Artificial Intelligence course, has attracted more than 200,000 students to the six courses offered at his new company, .
The technology for online education, with video lesson segments, embedded quizzes, immediate feedback and student-paced learning, is evolving so quickly that those in the new ventures say the offerings are still experimental.
“My guess is that what we end up doing five years from now will look very different from what we do now,” said Provost
of Harvard, who will be in charge of the university’s involvement.
EdX, which is expected to offer its first five courses this fall, will be overseen by a nonprofit organization governed equally by the two universities, each of which has committed $30 million to the project. The first president of edX will be , director of M.I.T.’s Computer Science and Artificial Intelligence Laboratory, who has led the development of the MITx platform. At Harvard, Dr. Garber will direct the effort, with , dean of the faculty of arts and sciences, working with faculty members to develop and deliver courses. Eventually, they said, other universities will join them in offering courses on the platform.
M.I.T. and Harvard officials said they would use the new online platform not just to build a global community of online learners, but also to research teaching methods and technologies.
Education experts say that while the new online classes offer opportunities for students and researchers, they pose some threat to low-ranked colleges.
“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.”
The edX project will include not only engineering courses, in which computer grading is relatively simple, but also humanities courses, in which essays might be graded through crowd-sourcing, or assessed with natural-language software. Coursera will also offer free humanities
in which grading will be done by peers.
In some ways, the new partnerships reprise the failed online education ventures of a decade ago. Columbia University introduced Fathom, a 2001 commercial venture that involved the University of Chicago, the University of Michigan and others. It lost money and folded in 2003. Yale, Princeton and Stanford collaborated on AllLearn, a nonprofit effort that collapsed in 2006.
Many education experts are more hopeful about the new enterprises.
“Online education is here to stay, and it’s only going to get better,” said Lawrence S. Bacow, a past president of Tufts who is a member of the Harvard Corporation. Dr. Bacow, co-author of , said it remained unclear how traditional universities would integrate the new technologies.
“What faculty don’t want to do is just take something off the shelf that’s somebody else’s and teach it, any more than they would take a textbook, start on Page 1, and end with the last chapter,” he said. “What’s still missing is an online platform that gives faculty the capacity to customize the content of their own highly interactive courses.”
这是今天，3/11/2012，60 Minutes 里的报道，见附件。
With the backing of Gates and Google, Khan Academy and its free online educational videos are moving into the classroom and across the world. Their goal: to revolutionize how we teach and learn. Sanjay Gupta reports.
Web Extras
Sal Khan has tackled so many subjects that if you watched just one of his lectures a day it would take over eight years to cover it all.
[Khan (lesson montage): These are huge time scales...magnetic north is kind of the geographical...and let's say this is point x is equal to, basic introduction...light, if this does not blow your mind, then you have no emotion.]
Gupta: Did you ever think about putting yourself visually in the video?
Khan: Look, if there's a human face there, especially a funny looking human face, than it's actually hard to focus on the math.
[Khan: 4,000 is 2,000 times three is 6,000...]
Khan: I don't have to shave. I don't have to comb my hair. I just press record, make a video. There might be spinach in my teeth, who cares.
Gupta: The format is so simple. Why, does it appeal to so many people?
Khan: I've gotten a lot of feedback that is really does feel like I, I'm sitting next to the person and we're looking at the paper together.
[Khan: Let me take my trusty calculator out...]
Khan: I'm 95 percent of the time working through that problem real time. Or I'm thinking it through myself if I'm explaining something. And to see that it is actually sometimes a messy process. That, you know, it isn't always this clean process where you just know the answer. I think that's what people like, the kind of humanity there.
It all started in 2004 when Sal Khan was working as a hedge fund analyst in Boston and his cousin Nadia, a 7th grader in New Orleans, was struggling with algebra. He agreed to tutor her remotely and wound up posting lessons on YouTube. They helped Nadia, but then an odd thing happened - total strangers started using them too.
Khan: I started getting feedback like, "You know, my child has dyslexia, and this is the only thing that's getting into him." I got letters from people saying, "You know, we're praying for you and your family." That's pretty heady stuff. People don't say that type of stuff to a hedge fund analyst normally.
So in 2009, Khan quit his job and working from a desk set up in his closet devoted himself full time to Khan Academy. It's a non-profit with a simple but audacious mission: "to provide a free, world-class education for anyone, anywhere." If that goal sounds far-fetched for a guy working in his closet, consider what happened next.
[Bill Gates: There's a new website that I've just been using with my kids recently called Khan Academy. K-h-a-n. Just one guy doing some unbelievable 15-minute tutorials.]
[Khan: I was like those are just for Nadia, not Bill Gates. I have to look-- take a second look at some of this stuff.]
That's right, Bill Gates, one of the smartest and richest men in the world, was using Sal Khan's free videos to teach his own kids.
Khan: Two weeks later I got a call from Larry Cohen who is Bill Gates' chief of staff. And he says, you know, "You might have heard Bill's a fan." And I'm like shaking. I'm like, "Yeah, I heard." You know. And he was like, "If you have time, you know, love to fly you up to Seattle." And then I was looking at my calendar right then for the month. Completely blank. And I was like, "Yeah, you know, I think I could, you know, fly in, you know, between like laundry and a bath and meet with Bill."
That was just two years ago. Today, with the help of more than $15 million in funding, much of it from the Gates Foundation and Google, Khan has been able to hire with competitive salaries some of the most talented engineers and designers in the country. The Khan Academy office has the intense vibe of a Silicon Valley startup. The team is working to create software they hope will transform how math is taught in American classrooms.
We visited a class in the Los Altos school district outside San Francisco where the new Khan Academy software is being piloted.
[Teacher Courtney Cadwell: Grab your computer, log in and then open Khan Academy...]
Right away you notice something different. There are no textbooks and no teacher lecturing at the blackboard. Instead, students watch Khan videos at home the night before to learn a concept, then they come to class the next day and do problem sets called "modules," to make sure they understand.
If they get stuck they can get one-on-one help from the teacher. Less lecturing, more interaction. What you think of as homework you do at school, and school work you do at home. It's called "flipping the classroom" and 7th grader Laurine Forget says using Khan Academy at home has given her math a big boost.
Laurine Forget: I'm not a big fan of textbooks. I thought that Khan Academy was a lot easier 'cause it's on a screen. It's easy to find the concept you wanna do.
Gupta: And now with the videos, do you find yourself rewinding it? Playing it again if you need to?
Forget: A lot, yeah.
Gupta: Do that at home?
Forget: Yeah, usually when I watch videos it's because I'm having trouble on the practices. So if I don't understand the video, I can always rewind it or pause it so that I can go back to the module and do what I learned.
Gupta: But what's the hardest part about learning this way?
Forget: I don't really think there is a hard part.
Even kids who don't have a computer at home can "flip the classroom." Eastside Prep in east Palo Alto keeps its computer labs open until 10 p.m. so kids like sixth grader Alex Hernandez can take as much time as they need to learn a concept.
Alex Hernandez: My mom, she went to school in Mexico. Some things she can explain to me, but some like she can't. So like, I take long to, like, try to finish my homework.
Gupta: How did you used to do in math?
Hernandez: Pretty bad. Like at a third grade level math. So, you know, Khan Academy has helped me. It's like, opened doors that I couldn't open. It's helped a lot.
Gupta: A lot of people have talked about the idea that "flipping the classroom" is sort of what's happening here. You take a little bit of issue with that.
Khan: I kind of view that as a step in the direction. The ideal direction is using something like Khan Academy for every student to work at their own pace, to master concepts before moving on, and then the teacher using Khan Academy as a tool so that you can have a room of 20 or 30 kids all working on different things, but you can still kind of administrate that chaos.
Khan academy has created a dashboard so teachers like Courtney Cadwell can monitor each student's progress.
Gupta: So right now, they're all working on things. And you can see that real time?
Courtney Cadwell: Yes.
Gupta: So as you sit here and look at the dashboard, you see how the students are doing individually, you can see how they're doing as a whole class, and you can figure out who you need to help?
Cadwell: Exactly. And here I can track their progress over time. I can see who's rushing ahead, who's lagging behind. I can see if they begin to stagnate.
A blue bar indicates a student knows a concept, orange - they're still working on it. But if a red bar pops up...
Cadwell: It's kind of the red flag to tell me, "Hey, it's time to step in and intervene." And I can see...
Gupta: Oh, so you can see, not only it's red, but specifically what the problem is.
Cadwell: What they missed. And you can see the number of seconds they spent on each problem.
Cadwell: I feel like I'm using my time more effectively with my students because instead of making the assumption that the entire class is weak in this area, and I need to spend time reviewing this, I can really pull those three, four, five kids, do a mini-workshop, address those needs, and allow those other students to move on to problem solving activities, or project-based learning with their peers.
So far the National Education Association has supported nonprofit technology like Khan Academy in the classroom, as long as teachers are trained properly. But as with any new innovation, Khan says there are always some skeptics.
Khan: I've seen some subset of teachers who say, "Oh, well, what is this video thing? You know, live human interaction is important." And the reason why that bothers me a little bit is that I know that's exactly what we're saying. In fact, we exactly agree with you. That what we're trying to do is take the passivity out of the classroom. So that you, as a teacher, will have more flexibility.
Gupta: Does it minimize the role of the teacher? Does it make it less impactful?
Khan: No, I think it's the exact opposite. We kind of view teachers playing the role of more like a coach or a mentor. Which, once again, I personally believe is a much higher valued thing than a lecturer.
Khan Academy's math program is being piloted in 23 schools, mostly in California. Preliminary test scores from a handful of classrooms have shown improvements, especially for students who were struggling. Official state assessments will be available this summer.
In the meantime Chief Operating Officer Shantanu Sinha says they're gathering massive amounts of data, not just from American classrooms, but from every Khan Academy user around the world.
Gupta: So you can see how many problems were done over the last 24 hours? How many was it?
Shantanu Sinha: Right now, in the last 24 hours we had close to 1.8 million.
Gupta: Wow! Not total, but just one day?
Sinha: Yeah. Yeah. Just in 20-- in a 24-hour period.
And when you take a look at total users over the last 18 months...
Sinha: Forty-one million visits from the United States. We can look in from India at 1.7 million, Australia, 1.4 million.
Gupta: Right, it is pretty amazing to think that millions of people all over the world are using Khan Academy right now.
Sinha: Yeah, it's a gold mine on how to understand, you know, what paths through learning are most effective.
Khan says they look at all that data and constantly make changes to their software platform.
Khan: We can start fine tuning things the way that Amazon might fine tune the button to help you buy that book or find the book that you want, or Netflix says, "What's the right movie for you?" We now get to do with education.
Eric Schmidt, the pioneering chairman of Google, says he's seen a lot of failed attempts to integrate technology into education - but says what Sal Khan is doing is different.
Schmidt: Many, many people think they're doing something new but they're not really changing the approach. Which with Sal, he said, "What we're going to do is not only we're gonna make these interesting 10-minute videos but we're going to measure whether it works or not."
Gupta: He was the guy to sort of make this happen? What-- why do you think it was him and not some person who was an educator or who had a background in this area?
Schmidt: Innovation never comes from the established institutions. It's always a graduate student or a crazy person or somebody with a great vision. Sal is that person in education in my view. He built a platform. If that platform works, that platform could completely change education in America.
[Khan: 17 over 9 is equal to 1.88...]
Inside classrooms it's just Khan Academy math for now, but Sal Khan believes his strategy can be used to teach subjects like history and science. And not in just elementary schools, but high schools and even colleges. But no matter how big or how successful Khan Academy gets, Sal Khan promises he'll never put a price tag on it.
Khan: The "for profits" have to mold themselves much more to the education establishment than we do. As a not-for-profit, we're just like, "What's our mission?" To educate children, as well as possible. I've said it enough times and it's in our mission statement: a free world-class education for anyone anywhere.
And that's what sixth grader Alex Hernandez says he needs.
Gupta: Has anyone in your family ever gone to college?
Alex Hernandez: No.
Gupta: So it's a pretty big deal for you? Do you think you're going to be able to do it?
Alex Hernandez: With help, or like with more like studying or like Khan Academy, I think I can get there.
Gupta: I think you can too.&华尔街日报这篇文章各位理科生怎么看？&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 已有 1886 次阅读 11:25|系统分类:|关键词:华尔街日报 理科生 文章 中国大学能打败美国大学吗？-华尔街日报 美国81%的工程专业毕业生可以立刻胜任工作，而只有25%的印度毕业生做得到这一点，中国的这个比例是10%。中国某大学的系主任对我们说,“中国学生能够照猫画虎地解决一个问题，但一旦需要独创的思维和自己的发明创造时，我们就没辙了。工程专业毕业生胜任工作比例：美国81%，印度25%，中国10%。 这难道是赤裸裸的真相？ Michael J. Silverstein / Abheek Singhi在印度最好的工程学府之一印度理工学院(Indian Institute of Technology)的德里分校，我们见到了21岁的施拉姆(Shriram)。他在48.5万名参加了该校入学考试的考生中，排名第十九位。我们管他叫第十九先生。这所学院的入学考试对考生要求极高。施拉姆能告诉你他得知自己考试结果的具体日期和时间。这个考试，以及为之所做的准备，几乎是他青少年时期生活的全部内容。他在很小时就因为在数学和科学方面独具天赋而作为“大天才”被挑选出来。为了备考印度理工学院的入学考试，他报名参加了一个私人培训机构，这家机构专为学生进行备考前的强化训练，训练内容包括物理、化学和数学这些主要的考试科目。按照施拉姆自己的估算，那两年里，他每周学习90个小时。来到印度理工学院后，施拉姆发现班里都是学习尖子。老师们则对学生寄予着厚望。在第一次数学考试中，他这个一年级班级同学的平均成绩是30%。施拉姆也考得很差，不过很快成绩就升上去了，为此他牺牲掉了部分睡眠，以便能够多些时间用来学习。他说，“长这么大，我最大的愿望就是到这里来。我知道如果我能够进入印度理工学院，学习工程学专业，努力工作，努力学习，那么我们的一生将会完美无憾。我将娶一个漂亮的女孩儿，开一家公司，帮助我的国家发展，实现家族的希望和梦想。”印度和中国都有竞争激烈的全国统考制度，通过考试帮助国内的顶尖大学选出最聪明的学生。其竞争之激烈、准备过程之艰苦、举国上下对考试结果之焦虑，无不让美国的大学本科入学考试SAT看起来如同儿戏一般。在中国和印度，押在考试成败之上的筹码要沉重得多。那些考入前1%的幸运儿们有机会进入自己选择的大学，未来职业之路从此被引入了快车道，将有更高的收入，并将开始享受中上层阶层的生活。对于剩下的99%考生而言，统考制度带来的结果并不怎么样。在中国和印度有近4,000万名大学生。大多数人就读的学校只是在以低成本大批量地制造着毕业生而已。学生们抱怨他们所接受的教育如同工厂炮制一般，枯燥乏味。用人单位也是叫苦连天，称许多毕业生需要先重新参加培训，之后方能完全胜任自己的工作。目前来看，美国的大学体制仍是远远领先。不过再过十年，全球在下一代的教育方面，将有一争，中国和印度有潜力改变当前的力量均衡。随着大量适龄学生即将进入大学求学阶段，这两个国家已经将改革本国大学列为重中之重的首要任务。中国和印度还有多长的路要走？在波士顿咨询公司(Boston Consulting Group，简称BCG)，我们开发了一套新的排名系统，对各国的教育竞争力进行比较，我们称之为BCG E4指数。这套排名基于四个E：Expenditure（开支，即政府和家庭用于教育方面的投入水平）；enrollment（人数，即在校就读的学生人数）；engineers（工程设计人才，即进入就业大军的合格工程设计人才数量）；elite institution（精英学府，即在全球高等教育院校中名列前茅的学校数量）。美国和英国分列第一和第二位，主要因其教育开支较高，且在全球排名靠前的大学以及工程类院校数量多。中国排名第三，印度是第五，主要是因在校就读人数多（排在第四位的是德国）。美国独占鳌头的原因很明显：其一，美国用在教育上的花费最高，每年的教育开支达9,800亿美元，是中国的两倍，印度的五倍。美国还是生产工程设计人才密度最大的国家，每一百万名居民中就有981个工程专业毕业生，而中国和印度分别是553个和197个。目前整体而言，美国大学在给学生提供就业准备方面，做得最好。世界经济论坛(World Economic Forum)预计，美国81%的工程专业毕业生可以立刻胜任工作，而只有25%的印度毕业生做得到这一点，中国的这个比例是10%。中国某大学的系主任对我们说,“中国学生能够照猫画虎地解决一个问题，但一旦需要独创的思维和自己的发明创造时，我们就没辙了。我们正在非常努力地弥补这个不足，我们正努力让我们的理工科教育成为解决问题的基础。”在中国，成立于1898年的北京大学(Peking University)整体实力在国内名列前茅。一位北大的学生以极其严肃的口吻告诉我们，“要能在图书馆占到位子那你运气够好。哪怕是凌晨三点，你在那里都找不到空位。”目前，北京大学是中国的九校联盟之一，九校联盟是中国借鉴美国常青藤盟校模式、于2009年建立的学校联盟。其目的在于通过九大资金雄厚之院校的合作，吸引到最好的学生和教师。最近，这些院校每家从政府那里得到了2.7亿美元的资金，他们还在吸引“海归”（即那些在海外拿到博士学位的中国学子）回来领导这场中国的文艺复兴，给海归的回迁红包高达15万美元。尽管这九大院校最有实力闯入全球精英院校之列，不过中国政府还选出了一百家主要大学院校作为第二梯队，政府为这批院校投入了总计28亿美元的资金。这两批院校在校生之间的差距通常并不十分明显。每年参加中国教育系统全国性高考的高中学生有1,000万人，高考决定了他们的排名以及能够进入哪所大学。高考状元们都成了全国皆知的明星。不过，批评者们认为，高考过于强调记忆能力，依靠对事实的死记硬背以及考生的反应速度就能决定是否可以被大学录取，这未免过于武断。有个最近高中毕业的考生告诉我们，“高考那天我感觉不太舒服，结果我的排名在前10%，不是很好，进不去九校联盟。我感觉好像生命就此完结了似的。”与中国相比，印度未来要走的路更长。印度理工学院德里分校一位资深系主任说，他每天要面对的事情就是去处理设备短缺、教师的薪酬过低以及学生指标问题，有些时候一些不会说英文或是读懂英文的学生会凭借指标进入大学（这个指标旨在弥补印度种姓制度所造成的后果）。他在自己那间敞着门的酷热办公室里抱怨道，“我们资金不足，教师队伍中拿博士学位的人太少，而我们的入学人数有五分之一被指标生占据了，对此也没有任何补救措施。”印度大学资金不足的一个原因在于，印度中央政府拿出来的教育经费相对较少，只占教育总开支的15%。印度28个邦的教育开支则因富庶程度和基础设施情况而异，悬殊很大。不过，同中国不一样，印度的私立教育系统很发达，私立学校有近20万家，还有1.7万所私立大学。世界银行(World Bank)和私人投资者正源源不断地将数十亿美元投入印度的教育领域，而印度政府也计划进一步发展壮大印度最知名的综合性大学以及社区院校。当前这个五年计划中建议将教育领域的投资提高到180多亿美元。不过，即便是加上目前所做的这些努力，中国和印度用于高等教育的资源合在一起也不过是勉强达到了320亿美元──这是哈佛大学(Harvard)一所学校就能筹集到的资金水平。不过在中国和印度这些国家，就成功的基础而言，重要的不只是资金，还有态度。印度理工学院那位第十九先生代表了发愤图强、天资聪慧且有意改善自己生活状态的一代学生。在北京大学一间学生宿舍，贴着的励志箴言反映出了这一代学子上进的决心：“只要功夫深，铁杵磨成针。”（Silverstein是波士顿咨询公司的高级合伙人，Singhi是波士顿咨询公司在印度的消费者业务部门的合伙人兼主管。本文节选自由哈佛商业评论出版社（Harvard Business Review Press）于10月2日出版发行的《10兆美元的奖赏：吸引中国与印度的新富阶级》(The $10 Trillion Prize: Captivating the Newly Affluent in China and India)一书，该书的联合作者还包括Carol Liao和David Michael。）本文引用地址：
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if(values['id']) {
showCreditPrompt();
show_click(values['idtype'], values['id'], values['clickid']);
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