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Introduction to Near Eastern Art and Archaeology – Free Online Video – Free iTunes Video – Dana D. Economic History of the Soviet Union – Free Online Video – Guinevere Liberty Nell, Marginal Revolution U.
The Mason Contractors Association of America (MCAA) has added four new courses to its online education catalog. About the AuthorTim O’Toole is the Director of Marketing, Education, and Information Technology for the MCAA. The Mason Contractors Association of America (MCAA) is committed to preserving and promoting the masonry industry by providing continuing education, advocating fair codes and standards, fostering a safe work environment, recruiting future manpower, and marketing the benefits of masonry materials. Between the fall 2013 and spring 2014 semesters, the University will pilot nine free online courses in fields from engineering to music.
Some have expressed concern that globally available courses that stand up to UT’s intellectual rigor may lead to the elimination of their more traditional counterparts. Catherine Stacy, assistant dean and lecturer in the College of Natural Sciences, sees challenges in mastering online learning but believes in its potential to enhance traditional brick-and-mortar classes.
The process of integrating online learning may not be simply a choice for major universities like UT.
But can an online degree be as valuable as the old fashioned degree earned by so many UT alumni? Stanford Engineering professors are setting out to add a new level of interactivity to online education by offering three of the university's most popular computer science classes for free. Computer Science professor Andrew Ng uses tablet-recording technology he developed to instantly display notes for his interactive video lecture. Stanford Engineering professors are offering three of the school’s most popular computer science courses for free online this fall, and at the same time launching an experiment that could transform the way online education is delivered. The professors are taking technologies designed to enhance learning for Stanford students and extending them to a broad online audience. The professors also hope to extend the benefits of Stanford-style education to those who lack access. Students in the free courses are expected to read course materials, complete assignments and take quizzes and an exam.
The online courses build on recent innovations by Stanford professors to increase interaction with students.
She incorporated questions and quizzes into the videos to keep students thinking about the material and help them learn more effectively. He has a Masters in Business Administration from Webster University and has worked in the masonry industry since 2003.
As UT plans its first online offerings, administrators are projecting a mix of caution and optimism. The earliest known record of something resembling a correspondence course dates to a 1728 ad in the Boston Gazette. His enthusiasm for blended and online learning has helped make UT a partner in edX, a move he views as not only necessary, but good for students and the University.
If a move to MOOCs, for example, is a part of the course of history, then UT should lead and help shape the trend for the better. They are delivering lectures as short, interactive video clips that allow students to progress at their own pace through course materials.
Already more than 58,000 people have expressed interest in the artificial intelligence course taught by Sebastian Thrun, a Stanford research professor of computer science and a Google Fellow, and Google Director of Research Peter Norvig.
Thrun said online students should expect to devote at least 12 hours a week to the artificial intelligence course, just as Stanford students do. She recorded lectures as short videos for students to watch online and used class time to solve problems, host guest lecturers from the technology industry and review material students found difficult. You charged this committee with framing a path forward for the next phase of online education for Yale College, noting Yale’s initiatives to date and the expansion of online education nationally.History at Yale.
But the newest frontier in distance learning—the free online classes known as massive open online courses (MOOCs)—is touted not just as a new form of distance education, but a 21st century update to the in-person lecture course. The University has been a leading innovator in online education, beginning with the AllLearn Consortium (2000-2006, not for credit) and Open Yale Courses (since 2006, not for credit), and continuing with online courses in the Yale College Summer Session (since 2011, for credit) and language courses taught in partnership with Cornell and Columbia (since 2011, for credit).
The 2013-2014 offerings were vetted by faculty, and selected to represent the promise of the new—and somewhat controversial—partnership.
Students will get personalized tools, and professors can more closely track success, moves that Mintz maintains will empower students. That history has established a standard of outstanding quality in both content and production that must continue to characterize Yale’s efforts online.
High production values and better use of class time are what administrators hope will draw students and professors to blended and online classes.
Yale faculty members who have taught online courses for credit have reported that the educational standards of these courses have been consistent with those of regular courses.History elsewhere. They and several other universities offer online courses for credit with governance mechanisms to check content and assessment. Two consortia – edX and Coursera – offer platforms for massive open online courses (MOOCs) that are now viewed by hundreds of thousands of students. MOOCs are not currently offered for credit.Principles that guided our judgment of the online education initiatives. Rooted in our commitment to the strong tradition of high quality instruction at Yale, our Committee framed the following guiding principles:Yale’s three core missions are the creation, preservation, and dissemination of knowledge. Online initiatives pursue the third mission and provide an important opportunity to disseminate both what is taught and how it is taught.

Because some of our reflections have implications for other parts of the University, we have copied the Provost, and we look forward to sharing our observations with the Yale College Faculty at its meeting on December 6.As you noted in your charging letter, Yale has been a leader in disseminating the ideas and knowledge of its faculty online, and we must continue to do so. We are confident that the opportunities that lie ahead will open doors for both Yale faculty and students; faculty will discover new ways to promulgate the knowledge generated on campus to a world far beyond, and students from around the globe will continue to benefit from the creativity and scholarship generated in New Haven.
The digital landscape is changing so rapidly that it is not possible to offer a road map for a longer period of time.
Second, our faculty members have been pioneers, sharing outstanding educational materials online, for free, through Open Yale Courses (since 2006).
Third, online courses for credit have been offered by Yale faculty through Yale College Summer Session (since 2011). Kleiner, then Deputy Provost, was the Yale faculty Director for AllLearn.The initial target audience was the institutions’ alumni, with the expectation that the online audience would grow dramatically and include non-alumni interested in continuing education on topics within the arts and sciences. Tuition (ranging from $195 for alumni to $250 for the general public) was charged for a course, with additional materials fees up to $49.95. Over time, the tuition was raised and varied by course, with intensive creative writing courses costing above $800.
When it closed in 2006, the three universities had offered approximately 60 AllLearn courses that enrolled students from 70 countries; in addition several thousands of students participated in one of several one-day free or inexpensive forums that were created. Kleiner, Open Yale Courses began in 2006, with the first seven courses launched from Yale’s own Open Yale Courses website in December 2007.
Each course includes a full set of class lectures produced in high-quality video accompanied by such other course materials as syllabi, suggested readings, transcripts and problem sets. The advantage of not having one exclusive partner for posting Open Yale Courses has been borne out by the numbers of individuals who find their way to these materials from differing Internet pathways: The Open Yale Courses website has received over 6 million unique visitors since its debut in December 2007 and has delivered over 61 million page views since May 2009.
In addition, the material has been accessed more than 30 million times through the Yale’s iTunes U and YouTube channels.Apart from the United States, the greatest number of visitors to Open Yale Courses comes from China, the United Kingdom, Canada, Germany, South Korea, India, Brazil, Australia, and Russia[1].
The reach of several of the courses has been amplified by translation: for example, Professor Shelly Kagan’s Open Yale Course has been sub-titled in Mandarin, and the popularity of the course in China has made him “among the most recognizable American professors in China,” according to a recent article in the Chronicle of Higher Education.
As the article further notes: “One explanation for the huge following may be that these courses provide a glimpse into a very different educational system [of liberal learning,]” October 5, 2012, pg. There has been extensive planning, however, to keep the 42 existing courses on the Yale site as well as the iTunes U and YouTube platforms. These 42 courses can also be the foundation for online Summer Session courses by Open Yale Courses faculty, as has already been done by John Rogers and Craig Wright, and transforming them into MOOCs would not be difficult to achieve.Open Yale Courses has been enormously successful in a myriad of ways.
Most importantly, it has succeeded in its goal of providing outstanding teaching materials for free around the world. A total of ten online courses have been taught, two in 2011 and eight in 2012.Credit was awarded for successful completion of the online Summer Session course in the same way as for Summer Session courses held in New Haven.
Faculty members have the ability to upload PowerPoint presentations, videos or audio files and to annotate directly onto an interactive whiteboard.In addition, a second technology platform (Learning Studio Live from Pearson, which is also used by Columbia) provides students and faculty members secure access to asynchronous learning tools like message boards, announcements, and access to archived lecture videos. This program manager combined a background in instructional design with technical expertise. These students were required to view the videotaped lectures that had been earlier recorded during the first session, which allowed Professor Lust to teach the July course from Kenya, where she was conducting her research. She had live discussions with students for three hours each week where all of the students were visible on the screen to her and to one another. Professor Lust again used her 2011 lectures to teach the course online from Tunisia during Summer Session 2012.
Students were graded on several reading responses due during the course, one significant paper they had to write, and on their class participation.
Class participation took into account the students’ activity on the message board as well as their contributions to the conversation in the live video sessions.Listening To Classical Music.
Craig Wright experimented with a non-credit online section in Summer Session 2011 and taught “Listening To Classical Music” for credit during Summer Session 2012. Professor Wright used the lectures recorded as part of his Open Yale Courses project in his for-credit online course.
Students were required to view specific sections of the videos each week before participating in the live video session.Moralities of Everyday Life.
Like Professors Lust and Wright, Paul Bloom recorded lectures delivered to students in New Haven and then used those lectures in his online course. Online students were required to watch the lectures, which were recorded as part of the 2011 DeVane Lecture Series. Professor Bloom taught his online course to students last summer while he was working in Beijing, China. All faculty members concluded that their online course was worthy of Yale credit.Based upon the favorable reactions by faculty and students from the 2011 summer online courses, eight online courses were offered in Summer Session 2012.
The response again was very positive, with students and faculty alike agreeing that the online versions of the Yale Summer Session courses were academically rigorous and worthy of Yale College credit.4. To address this, Yale’s Center for Language Study has embarked on a partnership with Cornell and Columbia where students at the three universities can constitute one virtual class and be taught by an instructor at one of the institutions and receive course credit. The initial pilot occurred last year when third and fourth semester Dutch was taught synchronously online by a Yale instructor to students at both Yale and Cornell. The pilot’s success prompted expansion of the program this year where Columbia, Yale and Cornell students are jointly studying. The courses for this year are noted below with an indication of the campus where the instructor is located.
The courses offered in the Fall 2012 included several languages that were either not otherwise going to be taught on the three campuses or were not taught at the advanced level.The courses are taught ‘live’ by an instructor at the sending institution.
Students at the receiving institution are expected to attend a regular class in a designated classroom that is outfitted with the videoconferencing technology necessary to see and interact with the teacher and other students in the class.

Yale is in the process of setting up an eight-student workspace that balances the need for camera coverage with the impression of being in the same room.The videoconferencing technology is complemented by synchronous learning software.
However, it is important to understand that several peer universities do offer them, virtually all within their professional schools. For example, Stanford has offered Master’s Degrees in Engineering and Computer Science through its Center for Professional Development for the last ten years. Similarly, the University of Pennsylvania has been offering online arts and science courses to undergraduates for about five years.On Nov. 15, Duke, Vanderbilt, the University of North Carolina at Chapel Hill, Washington University (St. This program will start next fall, and courses will be available both during the academic year and in the summer.The consortium avoids the need for each university to undertake marketing and advertisement of its courses and supports a community within which consistent practices about serious online courses for credit can be shared. There is a governance committee of the consortium that includes representatives of each of the participating universities.
We are intrigued by the quality of the technological platform offered to the participating faculty by 2U and believe it warrants further study by the Office of Digital Dissemination. There have been scores of articles this semester about edX (the consortium among Harvard, MIT, Berkeley and University of Texas), Coursera (founded by two Stanford professors), and several other new platforms that are supporting MOOCs.Coursera, for example, now has 33 universities enrolled to use its platform for these particular kind of online “courses,” and all offered for free. Although MOOCs include some excellent instructional materials, we do not believe they would warrant, in their current form, the award of credit by Yale.
Guiding PrinciplesOur deep respect for the traditional mode of learning with face-to-face instruction has guided our construction of principles for how Yale should proceed with online education.
General RecommendationsAt this time we do not recommend that Yale College offer online degrees, although we understand that one or more professional schools at Yale may pursue that possibility. We should study which are most successful.Both the quality of instruction and the integrity of assessment are fundamental requirements for Yale to offer online courses for credit. We do not believe that peer grading has a place for courses where Yale is granting course credit, although we recognize peer grading as an interesting component for non-credit instructional materials for Yale faculty who wish to experiment with it.Faculty members who create online courses for credit should be encouraged to post some part of the materials for open distribution. This would further the public dissemination of Yale’s teaching materials in much the same way that Open Yale Courses has had an important open education mission. We stress, however, that this should be entirely at the faculty member’s discretion.For non-credit offerings, Yale should support experimentation by its faculty. These considerations include issues of student privacy, matters of accreditation, and accessibility for disabled students.Yale must ensure that the commitment to preserving Open Yale Courses is fulfilled so that these valuable materials can be accessed well into the future. The Open Yale Courses collection showcases outstanding faculty, and the materials need to be continually made available to those around the world.Yale should reinforce recent efforts to develop partnerships so that Yale’s online offerings (both non-credit and credit-bearing courses) may be used by a growing number of educational institutions around the world.
This serves as a public good in an era where there is increasing need for outstanding tertiary education.Yale alumni are eager for continuing access to the best of Yale teaching. Special communications should be directed to alumni so that they are aware of any new non-credit instructional materials posted to any platform.
We envision that our online offerings will help promote and encourage life-long learning for our alumni.So long as departmental needs are satisfied, a faculty member must be free to decide if he or she wants to teach an online course or post instructional materials not for course credit.
These projects should be opportunities for a growing number of interested faculty and not a departmental or other obligation.Online education has already become part of a new global approach to teaching and learning.
Yale needs to be attentive to developing online educational initiatives that are consonant with our rigorous standards while reinforcing Yale College’s continuing reputation as a center for outstanding and innovative teaching. The presence of Open Yale Courses on the University’s website and on iTunes U and YouTube should be maintained.
Yale College retains total control over admissions for non-Yale College students in online Summer Session courses as it has for in-person Summer Session courses in New Haven. Those enrolled in the online Summer Session courses have paid the same tuition --whether they are in New Haven or participating online.In the same way that we offer term-time courses that have multiple sections, we anticipate the same during the summer.
At least one of our Committee members is planning to experiment with multiple sections for a Summer Session online course in 2013.
This would allow the following formats for student engagement:Yale College students studying abroad for a semester could take an elective that is not available in their study abroad program.
These courses would expose the students to an additional mode of learning and provide the College with valuable information regarding the efficacy of this method of teaching for students in residence.Students at other universities around the world who meet admissions standards could take these online courses for credit. Yale faculty have shown in the last dozen years that they are eager to experiment with the online learning environment, first through AllLearn and then with Open Yale Courses. We need to support faculty who are interested in experimenting with the new MOOC platforms or any other new online teaching opportunities. We understand that there are institutional considerations (ranging from entrance fees to intellectual property issues to regulatory compliance matters) that may govern which MOOC platforms could be pursued by Yale. We recommend that Yale should use one or more of the new MOOC platforms to continue the free, online dissemination of Yale’s teaching materials. Yale should provide instruction to our graduate students about effective teaching techniques in the online environment.We recommend that the Office of Digital Dissemination, in conjunction with the Yale Teaching Center, introduce a workshop, starting next summer, to ensure that every graduate student who elects to serve as a TF in an online course is well prepared. This workshop of several modules would offer instruction in best practices for online instruction. This committee needs to include representatives from several of the professional schools that are pursuing digital initiatives as well as FAS faculty. This Committee believes that the online initiatives reviewed in this report can be important avenues for reinforcing Yale’s long-standing tradition of outstanding teaching and the dissemination of knowledge.

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