Sự kiện này được coi là chấn động vì Coursera tập hợp sự tham gia của nhiều trường đại học lớn trên thế giới như Stanford, Princeton…
Ngoài việc đảm bảo chất lượng chương trình gần như giáo trình gốc, Coursera cũng sẽ chấm điểm và trao giấy chứng nhận cho học viên khi hoàn thành chương trình.
Ai cũng có cơ hội
Đều từng giảng dạy tại ĐH Stanford (Hoa Kỳ), hai giáo sư Andrew Ng. và Daphne Koller cho biết Coursera ra đời từ nguyện vọng được đem những “kiến thức đắt tiền” (mỗi sinh viên thường phải trả trung bình hơn 40.000 USD cho một năm học tại các trường ĐH lớn ở Mỹ) tới những cá nhân không có điều kiện kinh tế nhưng thừa đam mê học hỏi. Trang Coursera (www.coursera.org/courses) hiện cung cấp những khóa học có tính tương tác cao và trải dài từ lĩnh vực công nghệ tới y khoa, sinh học, toán, tài chính, nhân văn… Chỉ cần một microphone và một màn hình vi tính, người học có thể vừa học vừa thảo luận, trao đổi kiến thức với đồng môn trên khắp thế giới.
Cả hai giáo sư sáng lập Coursera từng thử nghiệm mô hình giảng dạy trực tuyến miễn phí trong một năm và cho biết rất bất ngờ khi lượng học viên đăng ký vượt qua con số 100.000 trong thời gian ngắn. Đó là động lực để họ bắt tay gầy dựng Coursera.
Hiện Daphne Koller và Andrew Ng. đều quyết định giảm hẳn số tiết dạy chính khóa tại ĐH Stanford để có thể dồn sức vào Coursera. “Chúng tôi muốn sử dụng công nghệ để thay đổi nền giáo dục một cách sâu sắc, ý nghĩa nhất” – giáo sư Andrew Ng. nói.
Học miễn phí nhờ có tài trợ
Giáo sư Andrew Ng. cho biết Coursera hiện có khoảng 46 môn học đang được giảng dạy và trong tương lai gần sẽ bổ sung những môn cần thiết khác vào những tháng kế tiếp. “Bên cạnh những kiến thức hàn lâm, chúng tôi đặc biệt quan tâm đến việc giúp các bạn trẻ cải thiện những kỹ năng mềm, thực tế như làm sao để viết thư xin việc, thư tự giới thiệu bản thân và định hướng phát triển nghề nghiệp… một cách tốt nhất”. Ông cũng cho biết hiện chương trình đang tiếp tục tìm hiểu, thuyết phục và ký kết với nhiều trường khác để bổ sung nguồn tư liệu miễn phí cho người học.
Trước băn khoăn của một số người rằng “những gì miễn phí thường sẽ kém chất lượng” và số khác nghi ngại Coursera sẽ thu phí trong tương lai, giáo sư Daphne Koller tự tin: “Các bạn có thể kiểm tra tên và danh tiếng của những giáo sư tham gia chương trình, hiện những cá nhân kết hợp với chúng tôi đều đến từ các trường đại học lớn nhất nước Mỹ như: Princeton, Stanford, Pennsylvania… Hầu hết họ, bên cạnh việc ham học hỏi, đều rất đam mê giảng dạy và chia sẻ tri thức. Họ gắn kết với Coursera không phải vì lợi nhuận bởi hầu hết giảng viên của chương trình đều không có lương”.
Giáo sư Daphne Koller cho biết thêm về lý do Coursera thực hiện miễn phí: chương trình nhận được khoản đầu tư 16 triệu USD từ các tập đoàn đầu tư như Kleiner Perkins Caufield & Byers và New Enterprise Associates. Toàn bộ chi phí này được sử dụng cho việc điều hành web, nâng cao chất lượng chương trình… “Do đó chúng tôi đảm bảo bài giảng trên mạng có chất lượng tương tự giáo trình gốc, không cứ miễn phí là chất lượng kém” – bà nói.
Trao đổi với Tuổi Trẻ về việc có nhiều môn học thú vị trên Coursera, tuy nhiên phần lớn lại chỉ phù hợp với con người và xã hội phương Tây chứ ít phù hợp với điều kiện xã hội, nhu cầu của các quốc gia đang phát triển như VN, giáo sư Andrew Ng. bày tỏ: “Dù đã nỗ lực hết sức nhưng chúng tôi tin rằng trang web hiện chưa thể đáp ứng hết yêu cầu từ mọi người. Chúng tôi hiện chỉ tập trung vào những môn học có tính phổ biến, ứng dụng cao mà nhiều người cần”. Và ông gợi ý:” Nếu các bạn có những góp ý, yêu cầu cụ thể thì có thể gửi phản hồi về trang web để chúng tôi tiện tham khảo và đưa ra những thay đổi, bổ sung cần thiết sau này”.
|5.200 học viên từ VN theo họcGiáo sư Andrew Ng. cho biết một thông tin thú vị: hiện trong hơn hàng chục ngàn học viên của Coursera thì số thành viên đến từ VN vào khoảng 5.200 và có một kỹ sư người Việt đang làm cho dự án. “Vì vậy, chúng tôi chắc chắn sẽ lưu ý đến thị trường Việt”, ông nhìn nhận.
Theo Tuổi Trẻ
We are a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. We envision a future where the top universities are educating not only thousands of students, but millions. Our technology enables the best professors to teach tens or hundreds of thousands of students.
Through this, we hope to give everyone access to the world-class education that has so far been available only to a select few. We want to empower people with education that will improve their lives, the lives of their families, and the communities they live in.
Classes offered on Coursera are designed to help you master the material. When you take one of our classes, you will watch lectures taught by world-class professors, learn at your own pace, test your knowledge, and reinforce concepts through interactive exercises. When you join one of our classes, you’ll also join a global community of thousands of students learning alongside you. We know that your life is busy, and that you have many commitments on your time. Thus, our courses are designed based on sound pedagogical foundations, to help you master new concepts quickly and effectively. Key ideas include mastery learning, to make sure that you have multiple attempts to demonstrate your new knowledge; using interactivity, to ensure student engagement and to assist long-term retention; and providing frequent feedback, so that you can monitor your own progress, and know when you’ve really mastered the material.
We offer courses in a wide range of topics, spanning the Humanities, Medicine, Biology, Social Sciences, Mathematics, Business, Computer Science, and many others. Whether you’re looking to improve your resume, advance your career, or just learn more and expand your knowledge, we hope there will be multiple courses that you find interesting.
Please visit our Contact Us page to learn about the different ways you can reach us.
We offer high quality courses from the top universities, for free to everyone. We currently host courses from Princeton University, Stanford University, University of California, Berkeley, University of Michigan-Ann Arbor, and University of Pennsylvania. We are changing the face of education globally, and we invite you to join us.
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The design of our platform is based on sound pedagogical foundations that aim to help students learn the material quickly and effectively. This design is inspired by the work of many researchers who have helped shape our understanding of pedagogical techniques that contribute to student learning and engagement. While there are many papers that contributed to our understanding of key ideas in pedagogy, here are a few that were particularly influential.
The efficacy of online learning
There is sometimes controversy regarding the extent to which online instruction is as effective as face-to-face instruction. In September 2010, the Department of Education issued a detailed report that conducts a meta-analysis of 45 published studies that compare online and face-to-face learning. This analysis demonstrates very convincingly that online learning methods are, on average, at least as effective as face-to-face learning. Further, hybrid methods, which involve both methods of instruction, and is being offered by our partner universities to many of their on-campus students using our platform, are considerably more effective than either method alone.
The importance of retrieval and testing for learning
Many people think that the primary purpose of homeworks is to assess or to evaluate students. We believe that a far more important purpose is that they drive learning, and ensure long-term retention. A key factor in the design of the Coursera system is the extensive use of interactive exercises, which we believe are critical for student engagement and learning. Even within our videos, there are multiple opportunities for interactions: the video frequently stops, and students are asked to answer a simple question to test whether they are tracking the material. This strategy has value not only in maintaining student focus and engagement. Research shows that even simple retrieval questions have significant pedagogical value. For example, in two papers in Science, (Karpicke and Roediger III, 2008; Karpicke and Blunt, 2011) show that activities that require students to retrieve or reconstruct knowledge produces significant gains in learning – much more so than many other learning strategies.
Many of our courses’ homeworks are designed to give students multiple opportunities to learn the content and demonstrate their knowledge. In many traditional classes, if a student attempts a homework and does not do well, he or she simply get a low score on the assignment, and instruction moves to the next topic, providing the student a poor basis for learning the next concept. The feedback is also often given weeks after the concept was taught, by which point the student barely remembers the material, and rarely goes back to review the concepts to understand them better. In the Coursera platform, we typically give immediate feedback on that concept the student did not understand. In many cases, we provide randomized versions of the same assignment, so that a student can re-study and re-attempt the homework. This process is called Mastery Learning, and was shown in a seminal paper by Bloom to increase student performance by about one standard deviation over more traditional forms of instruction. This means that if in a traditional class 50% of all students pass a certain (median) level of performance, with Mastery Learning, about 84% of students now achieve this level of performance.
In many courses, the most meaningful assignments do not lend themselves easily to automated grading by a computer. For example, in a poetry course, we would want the students to practice critical thinking and interpretive skills by answering essay-style questions, which do not have clear right or wrong answers. Similar issues arise when we are evaluating business plans, engineering designs, medical chart reviews, or many others. This is particularly an issue in courses in the Humanities, Social Sciences, Business, and other disciplines where a relatively small fraction of the content lends itself well to an auto-graded format. Given our commitment to offer courses from a broad range of disciplines, we have invested substantial effort in developing the technology of peer assessments, where students can evaluate and provide feedback on each other’s work. This technology draws on two bodies of literature: First, the education literature on peer assessments. Following the literature on student peer reviews, we have developed a process in which students are first trained using a grading rubric to grade other assessments. This has been shown to result in accurate feedback to other students, and also provide a valuable learning experience for the students doing the grading. Second, we draw on ideas from the literature on crowd-sourcing, which studies how one can take many ratings (of varying degrees of reliability) and combine them to obtain a highly accurate score. Using such algorithms, we expect that by having multiple students grade each homework, we will be able to obtain grading accuracy comparable or even superior to that provided by a single teaching assistant.
Active learning in the classroom
Many of our partner institutions are planning to use the capabilities of our platform to provide their on-campus students with a significantly improved learning experience. Many studies have demonstrated that standard lecturing is not the most effective mode of instruction. Considerably more effective are the teaching methods that use active learning and interactive engagement between faculty and students, and between students and their peers. For example, Deslauriers, Schelew and Wieman (Science 2011) describe an experiment in an introductory physics class that compares a traditional lecture setting to one that uses active learning. In the active learning group, student engagement nearly doubled, attendance increased by 20%, and average scores on the same test increased from 41% to 74% (where random guessing would give a score of 23%). Similar results, by Wieman, Mazur, and others, were obtained across multiple disciplines and diverse institutions. Our platform offers universities the opportunity to move much of the traditional lecturing – required for conveying the necessary material – from inside to outside the classroom, in an online learning format that is, in many ways, more interactive and more engaging. By doing so, they open up space in the curriculum for the active learning strategies that are considerably more effective in increasing engagement, attendance, and learning.
Daphne Koller is the Rajeev Motwani Professor in the Computer Science Department at Stanford University and the Oswald Villard University Fellow in Undergraduate Education. Her main research interest is in developing and using machine learning and probabilistic methods to model and analyze complex domains. She is the author of over 180 refereed publications, which have appeared in venues that include Science, Cell, and Nature Genetics (her H-index is over 80). She also has a long-standing interest in education. She founded the CURIS program, the Stanford Computer Science Department’s undergraduate summer internship program, and the Biomedical Computation major at Stanford. She pioneered in her classroom many of the ideas that are key to Stanford’s massive online education effort. She was awarded the Sloan Foundation Faculty Fellowship in 1996, the ONR Young Investigator Award in 1998, the Presidential Early Career Award for Scientists and Engineers (PECASE) in 1999, the IJCAI Computers and Thought Award in 2001the MacArthur Foundation Fellowship in 2004, the ACM/Infosys award in 2008, and was inducted into the National Academy of Engineering in 2011. Her teaching was recognized via the Cox Medal for excellence in fostering undergraduate research at Stanford in 2003, and by being named a Bass University Fellow in Undergraduate Education.
Andrew Ng is an Associate Professor of Computer Science at Stanford University. He is also the Director of the Stanford Artificial Intelligence Lab, the main AI research organization at Stanford, with 15 professors and about 150 students/post docs. In 2008, together with SCPD he started SEE (Stanford Engineering Everywhere), Stanford’s first major attempt at free, online distributed education, which made publicly available about a dozen Stanford engineering classes. Over a million people have viewed SEE’s videos. At Stanford, he also led the development of the OpenClassroom and the ml-class/db-class online education platforms, which were the precursor to the Coursera platform. In Fall 2011, he was the instructor of ml-class, a Machine Learning class that was one of Stanford’s first massive online courses, and had an enrollment of over 100,000 students.
In addition to his work on online education, Ng also works on machine learning, specifically on building AI systems via large scale brain simulations. His previous work includes autonomous helicopters, the STanford AI Robot (STAIR) project, and ROS (the most widely used open-source robotics software platform today). Ng is the author or co-author of over 150 published papers in machine learning, and his group has won best paper/best student paper awards at ICML, ACL, CEAS, 3DRR. He is a recipient of the Alfred P. Sloan Fellowship, and the 2009 IJCAI Computers and Thought award, one of the highest honors in AI.
John Doerr is a partner at Kleiner Perkins Caufield & Byers. Doerr earned his B.S. and M.S. degrees in electrical engineering from Rice University and an M.B.A. from Harvard Business School. Since joining KPCB in 1980, John and his partners have backed some of the world’s most successful entrepreneurs, including Larry Page, Sergey Brin and Eric Schmidt of Google; Jeff Bezos of Amazon.com, Scott Cook and Bill Campbell of Intuit; and Mark Pincus of Zynga. John’s passion is helping entrepreneurs create the “Next Big Thing” in mobile and social networks, greentech innovation, education and economic development. Ventures sponsored by John have created more than 200,000 new jobs. Outside of KPCB, Doerr also supports entrepreneurs focused on the environment, public education and alleviating global poverty. These include NewSchools.org, TechNet.org, the Climate Reality Project and ONE.org. Doerr is a member of the American Academy of Arts and Sciences, and a member of U.S. President Barack Obama’s Council on Jobs and Competitiveness.
Scott Sandell joined NEA in 1996 and became a General Partner in 2000. Sandell holds an AB in Engineering Sciences from Dartmouth College and an MBA from Stanford. He focuses on investments in information technology and alternative energy, and is responsible for NEA’s activities in China. Present board memberships include Bloom Energy, CloudFlare, DreamFactory, Fusion-io, HelioVolt, SolFocus, Spreadtrum Communications, SugarCRM, Tableau Software, and Workday. Sandell has also sponsored investments in 3ware, Amplitude Software, Data Domain, Fineground Networks, Neoteris (NASDAQ: JNPR), NetIQ (NASDAQ: NTIQ), Playdom,Salesforce.com (NYSE: CRM) and WebEx (NASDAQ: WEBX). In 2011, Sandell was also named to the #5 position on Forbes’ Midas List of the 100 most successful technology investors.
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Effective as of 10 April, 2012.
Some of our Site’s functionality can be used without revealing any personal information, though for features or services related to the Online Course, personal information is required. If you do not use these specific features or services on the Site, then the only information we collect will be “Non-Personal Information” (i.e., information that cannot be used to identify you). Non-Personal Information includes information such as the web pages that you have viewed. In order to access certain features and benefits on our Site, you may need to submit “Personally Identifiable Information” (i.e., information that can be used to identify you). Personally Identifiable Information can include information such as your name and email address, among other things. You are responsible for ensuring the accuracy of the Personally Identifiable Information you submit to Coursera. Inaccurate information may affect your ability to use the Site, the information you receive when using the Site, and our ability to contact you. For example, your email address should be kept current because that is one of the primary manners in which we communicate with you.
What You Consent to by Using Our Site
What Information We Collect
We gather two types of information about users through the Site:
Non-Personal Information. When users come to our Site, we may track, collect and aggregate Non-Personal Information indicating, among other things, which pages of our Site were visited, the order in which they were visited, when they were visited, and which hyperlinks were “clicked.” We also collect information from the URLs from which you linked to our Site. Collecting such information may involve logging the IP address, operating system and browser software used by each user of the Site. Although such information is not Personally Identifiable Information, we may be able to determine from an IP address a user’s Internet Service Provider and the geographic location of his or her point of connectivity.
You should be able to control how and whether cookies will be accepted by your web browser. Most browsers offer instructions on how to reset the browser to reject cookies in the “Help” section of the toolbar. If you reject our cookies, many functions and conveniences of this Site may not work properly.
Personally Identifiable Information. We collect Personally Identifiable Information that you provide to us when you sign-up for email updates or Online Courses, participate in our public forums, send us email messages, and/or participate in Online Courses or other services on our Site. Among other things, we may use the Personally Identifiable Information that you provide to respond to your questions, provide you the specific course and/or services you select, send you updates about Online Courses offered by Coursera or other Coursera events, and send you email messages about Site maintenance or updates, among other things.
Updates. Coursera may offer you the ability to receive updates either via email or by posting on portions of the Site only accessible to registered users. In order to subscribe to these services, you may be required to provide us with Personally Identifiable Information such as your name and email address.
Forums. Coursera may offer public forums from time to time (the “Forums”) where you can share comments and thoughts. In order to participate in the Forums, you may be required to register with us and/or provide us with Personally Identifiable Information such as your name and email address. Personally Identifiable Information shall not include any information posted or sent by or to you via any public Forum.
Participation in Online Courses. From time to time, Coursera may offer you the opportunity to participate in an Online Course on or through the Site. If you desire to participate in a course, you will be asked to provide us with certain information necessary to conduct such a course. This information may include, among other things, your name and email address.
Communications with Coursera. We may receive Personally Identifiable Information when you send us an email message or otherwise contact us. Third Party Sites. We may receive Personally Identifiable Information when you access or log-in to a third party site, e.g., Facebook, from our Sites. This may include the text and/or images of your Personally Identifiable Information available from the third party site.
How We Use the Information
Please take some time to familiarize yourself with the different ways Coursera uses the information that we gather.
Non-Personal Information. We use Non-Personal Information in aggregate form to build higher quality, more useful services by performing statistical analyses of the collective characteristics and behavior of our users, and by measuring demographics and interests regarding specific areas of our Site. We may also use it for other business purposes.
Updates. We use Personally Identifiable Information collected when you sign-up for our various email or update services to send you the messages in connection with the Site or an Online Course. We may also archive this information and/or use it for future communications with you.
Forums. To facilitate your use of the Forums, we use Personally Identifiable Information collected during your use of the Forums. In addition, we may publish this information via extensions of our Platform that use third-party services, like mobile applications. We also reserve the right to reuse Forum posts containing Personally Identifiable Information in future iterations of this course or others, for the purpose of enhancing future course offerings. We may archive this information and/or use it for future communications with you and/or your designee(s), and/or provide it to the University or the instructor(s) associated with the Course. We may also use or publish posts submitted on the forums without using Personally Identification Information.
Participation in Online Courses. We use the Personally Identifiable Information that we collect from you when you participate in an Online Course through the Site for processing purposes, including but not limited to tracking attendance, progress and completion of an Online Course. We may also share your Personally Identifiable Information and your performance in a given Online Course with the instructor or instructors who taught the course, with teaching assistants or other individuals designated by the instructor or instructors to assist with the creation, modification or operation of the course, and with the university or universities with which they are affiliated. Also, we may archive this information and/or use it for future communications with you.
Communications with Coursera Business Partners. We may share your Personally Identifiable Information with business partners of Coursera to receive communications from such parties that you have opted in to.
Disclosure to Coursera Operations and Maintenance Contractors. Our operations and maintenance contractors may have limited access to your Personally Identifiable Information in the course of providing products or services to us. These contractors may include vendors and suppliers that provide us with technology, services, and/or content related to the operation and maintenance of the Site or the Online Course. Access to your Personally Identifiable Information by these contractors is limited to the information reasonably necessary for the contractor to perform its limited function for us.
Disclosure to Acquirers. Coursera may disclose and/or transfer your Personally Identifiable Information to an acquirer, assignee or other successor entity in connection with a sale, merger, or reorganization of all or substantially all of the equity, business or assets of Coursera to which your Personally Identifiable Information relates.
Confidentiality & Security of Personally Identifiable Information
Updating or Deleting Your Personally Identifiable Information
We maintain a procedure in order to help you confirm that your Personally Identifiable Information remains correct and up-to-date or choose whether or not you wish to receive material from us or some of our partners.
You may also update your Personally Identifiable Information by logging into the Site and visiting your user account page. You may also contact us via firstname.lastname@example.org. We try to answer every email promptly, but may not always be able to do so. Keep in mind, however, that there will be residual information that will remain within our databases, access logs and other records, which may or may not contain your Personally Identifiable Information.
If you have any privacy-related questions or unresolved problems, you may contact us via email@example.com.
Protecting Children’s Privacy
Coursera strongly believes in protecting the privacy of children. In line with this belief, we do not knowingly collect or maintain Personally Identifiable Information on our Site from persons under 13 years of age, and no part of our Site is directed to persons under 13 years of age. If you are under 13 years of age, then please do not use or access this Site at any time or in any manner. We will take appropriate steps to delete any Personally Identifiable Information of persons less than 13 years of age that has been collected on our Site without verified parental consent upon learning of the existence of such Personally Identifiable Information.
Effective as of 22 April, 2012.
All students participating the class must agree to abide by the following code of conduct:
- I will register for only one account.
- My answers to homework, quizzes and exams will be my own work (except for assignments that explicitly permit collaboration).
- I will not make solutions to homework, quizzes or exams available to anyone else. This includes both solutions written by me, as well as any official solutions provided by the course staff.
- I will not engage in any other activities that will dishonestly improve my results or dishonestly improve/hurt the results of others.
Effective as of 10 April, 2012.