Mike Qaissaunee, a Professor of Engineering and Technology at Brookdale Community College in Lincroft, New Jersey, shares his experiences and perspectives on integrating new technologies in and approaches to teaching and learning. ~ Subscribe to this Blog
Looks very interesting. Free for the first month and $10 per month thereafter. I haven't taken a look at the quality of the content or functionality of the "real Linux lab environment", but if a student can learn Linux and configure and manage a real server – for $10 a month – that's a real threat to higher ed – particularly community colleges. LinuxAcademy.tv | Learn To Manage Open Source Linux:
Linux Academy provides interactive step by step video courses that will take a newbie to professional over the next several months. The Academy starts out with an introduction to the Linux server and builds from there. The Linux Academy allows you to interact with a real Linux lab environment, giving you the ability to play, learn, and follow lessons on actual Linux servers. You could boot up your server, start following a lesson (or just play for fun) and delete the file system. It takes nothing more than two clicks to delete your server and re-build one from scratch. As a result, anyone in the IT field can learn to manage or interact with Linux servers.
Whether you're a student looking for supplemental learning or you're in the workforce but thirsty for knowledge, you don't have to drop thousands of dollars in tuition to enjoy a top-notch education from some of the best schools in the world.
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While most online resources won't grant you a college degree, there's a lot more to the internet than Wikipedia when it comes to learning. Whether you learn best through video or text, want to take a year-long course or just to touch up on a few topics, there are more than a few places online that can give you the full experience. In fact, there are enough that it can get quite overwhelming, so we've rounded up the best resources to make it all a bit more manageable. Here are some of the best places to get an education without ever leaving your computer.
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First Stop: The OpenCourseWare Consortium
MIT began their OpenCourseWare initiative and published their first batch of courses online in 2002. In 2005, they formed the OpenCourseWare Consortium, which partnered with other universities to bring free education to the masses via the internet. Most courses offered on OpenCourseWare are available as free audio or video lectures for free, and under open licenses. The easiest way to find a course you're interested in is to search the OpenCourseWare Consortium site
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The Khan Academy
The Khan Academy is a bit more narrow than the others; as it isn't an aggregator, it's mostly the work of one man, an electronic chalkboard, and YouTube. It focuses mostly on math, from basic arithmetic to calculus, as well as a bit of science.
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Academic Earth
Previously mentioned Academic Earth aggregates lectures from 19 different universities on a variety of subjects. The idea is similar to that of the OpenCourseWare Consortium, although it's slightly smaller and organized differently
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iTunes U
The last video resource is the ever-growing iTunes U (accessible through the iTunes Store at the bottom of the front page). If you're an iPod, iPhone, or iPad user, iTunes U is fantastic because you can download these lectures right to your device and take them with you.
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WikiversityWikiversity (and its sister site, Wikibooks) is a fantastic resource for all kinds of information. Users can contribute their own projects or research to the wiki, and it hosts a ton of textbook-like resources, organized in a tree
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Textbook Revolution
We've also mentioned Textbook Revolution before, and it deserves a little more attention. Textbook Revolution's goal is to bring together as many free textbooks on the net as they can.
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Straight from Universities
It's also worth noting that a few other universities offer online textbooks, such as Carnegie Mellon's Open Learning Initiative and the Supplemental Resources section of MIT's aforementioned OpenCourseWare (in fact, while OpenCourseWare focuses on video, they have a ton of other resources like online textbooks, lecture notes, and assignments for many of their classes
Conventional thinking is that educational offerings are a zero-sum game. Most assume that a University offering free online courses will cannibalize enrollment in their paid courses. But schools are finding out that they can in fact grow their enrollment by offering courses for free. From Education unlocked, by Ian Johnson:
The open courseware movement was the brainchild of the Massachusetts Institute of Technology, or MIT, which in 2001 asked its program leaders to post as much course material online as possible, Watrall said. [Ethan Watrall is a Professor of history and telecommunications, information studies and media at Michigan State University]
Many professors posted resources such as class assignments, online readings and syllabi, which led to significantly more attention from potential students, Watrall said.
“Putting your stuff out there for the world to see actually increases enrollment,” he said. “It gives students an opportunity to see how the teacher teaches the class — exactly what kind of content they cover — and they can make a more informed decision as opposed to a three sentence course description.”
Free online courses aren't sapping enrollment numbers—in fact, they're actually helping to spread the word. Those are the preliminary findings out of Brigham Young University, which experimented recently by granting free access to a selection of its distance learning courses. Though further study is needed in order to see whether there's a significant impact, educators are beginning to see that offering free materials isn't the end of the world after all.
The university's Independent Study offerings have been attractive to students who are unable to make class regularly, either due to geographic distance or because of scheduling conflicts. Its Open CourseWare section offers the general public six classes—three university courses and three high school courses—that anyone on the Web can step through. ... Of course, you won't get any credit for taking the course for free, and that's why BYU hopes you'll pony up the cash and enroll.
They also want experience teaching online and using online instructional technologies. I found back a few years ago that UoP and also some of the large online programs from traditional colleges were far tougher in their standards for who can teach online than "non-profit" schools. I was impressed by their screening process. I made the cut, but chose not to teach for them.
I too was rejected, despite having my masters, 10 years teaching experience as an adjunct, 20 years in the professions that many of the students come from. I was sure my years of experience in the "real" world would be something they wanted. I too got "were not interested in someone with those qualifications and credentials at this time." I was baffled because the other candidates for the job had no teaching experience and worked in the same fields as I had (and yes, one of them did get the job).
kathi said...
I was also rejected. My rejection note said they "were not interested in someone with those qualifications and credentials at this time." I wouldn't classify myself as an academic, but I have numerous clinical certifications, a license and a masters. I've been a consultant and a lecturer since 1984. I've been published. I am on faculty at Rutgers School of SW and Alcohol and Drug Studies. A friend suggested that I apply to teach at UoP, as she has been faculty there for years. Her qualifications to instruct: a BA in Art that she got on line from UoP. She is teaching English. Your comment about being accustomed to, or wanting autonomy gave me a chuckle because it made me realize that rather than be insulted (just a bit, if I'm honest) at being rejected by UoP, I should be honored. Guess you and I are simply too good for them!
While Paradelle (who made the cut) points out that UoP wants people with "experience teaching online and using online instructional technologies," that still doesn't explain the rejection of faculty such as Mark Viquesney above and Joshua Kim (author of the original story) - both experienced teaching online.
Many colleges have contingency plans to move classes, students, and faculty online should there be a significant H1N1 outbreak. While most consider issues such as ramping up capacity in online learning systems and training more faculty to teach online, I doubt many consider that this crush in online learning could bring the Internet to its' knees.
A report released by the US Accountability Office said that if 40% of employees and students were at home sick, there is a high likely hood they will be on the Internet, hence causing broadband congestion. While 40% of the workforce being affected by H1N1 may seem ludicrous, the government agency suggests precautions, like slowing data transfers in order to fuel financial markets and security networks, may be necessary if such a scenario were to happen.
The evidence is in: Virtual schools that serve K-12 students save money and increase learning opportunities.
Unfortunately, the nearsighted Florida Legislature still lacks a clear vision for online education. Lawmakers slashed $21 million from the operating budget of the Florida Virtual School — the nation’s largest virtual school, based in Orlando — during the 2009 session.
At a time when school districts throughout the state are cutting their budgets and laying off employees — in effect, eroding educational opportunities — the Legislature should be expanding, not reducing, students’ access to virtual learning, which provides opportunities local districts often cannot.
At the very least, cost-conscious lawmakers should recognize the potential of virtual schooling to save money.
Researchers at the University of Florida’s College of Education surveyed 20 virtual schools in 14 states, comparing the cost of full-time online learning with regular schools. Here’s what they found:
The average yearly cost of online learning per full-time student was about $4,300 compared with the national average of $9,100 for a traditional public school.
I think there's a misconception by many college administrators that online education is an inexpensive and easy alternative to traditional face-to-face offerings. Unfortunately, building a good online course or program is not as easy as it looks. It takes a significant investment in infrastructure, an LMS, faculty, instructional designers, online proctors, online administrators, and a long laundry list of unexpected expenses. It would be nice if we could just flip a switch and create an online division or a separate online college-within-the-college, but it's not that simple. These two examples below (Colorado State University and University of Illinois) should be cautionary tales to any schools that think they're going to squeeze out a little more revenue by creatign their own Global Campus. Online education and traditional classroom-based education are two very different domains. Success in one does not guarantee success in the other. Imagine, for example, The University of Phoenix deciding to build a bricks and motar campus - are bricks and motar in their DNA? I don't think so. Rocky Start for Colorado State U.'s Online-Education Start-Up
Colorado State University’s new Global Campus online-education venture laid off more than 25 percent of its operation in recent months as the start-up failed to bring in money at the pace officials had expected, according to the program’s leader.
The reduction of staff and faculty members took place over three months ending in February, a period that followed the abrupt departure of Larry E. Penley, who was chancellor of the Colorado State system and president of the Fort Collins campus. Hunt Lambert, the new chief executive of the Global Campus since March, insists the effort is now on track.
But the rocky start has raised some eyebrows in Colorado higher-education circles. And it marks the latest in a series of struggles at public online-education programs around the country.
In contrast to the University of Illinois, which last week pulled the plug on its strategy for a similar venture, also named Global Campus, Colorado is soldiering on.
Jefferson Community College will hold [held] its 45th annual commencement ceremony on Friday, May 15 at 7:30 p.m. in the McVean Student Center Gymnasium.
Jefferson’s class of 2009 is comprised of 495 students who graduated in December 2008 or are candidates for graduation in May or August of 2009, pending satisfactory completion of coursework. Fourteen students will receive two degrees each, bringing the total number of degrees awarded to 509, of which 135 are A.A.S. degrees, 147 are A.A. degrees, 212 are A.S. degrees and 15 are certificates. The class of 2009 includes Jefferson’s first graduates of the Teaching Assistant Certificate program. The popularity of distance learning is evident in the class of 2009. Particularly noteworthy is the fact that 23 graduates completed their degree by taking strictly online courses and more than half (67%) of graduates took at least one online course from Jefferson.
From the Journal of Interactive Online Learning, here's a really interesting study written by Elizabeth Rowe and Jodi Asbell-Clarke from TERC . TERC is a not-for-profit education research and development organization focused on improving math and science education from pre-kindergarten through college. It's one of the few fairly comprehensive studies of its' kind that I've seen.
Abstract
Online education is a rapidly growing phenomenon for science teachers. Using a sample of 40 online science courses for teachers offered during the 2004-2005 academic year, the Learning Science Online (LSO) study explores what characteristics of online science courses are most strongly associated with positive learning outcomes among science teachers, after accounting for teachers’ prior science experiences and demographics. This research is unique in that it is the first aggregate study of teachers learning science online in a wide variety of educational programs. Hierarchical linear modeling points to changing roles of instructors and students in online courses, with lower perceived levels of instructor support and a supportive course design strongly associated with positive learning outcomes.
Here are some interesting findings from the study:
Summary and Implications
This study examined three types of student outcomes: final grades, mastery of science content, and quality of participation in online discussions, and their relationship to specific course characteristics. Important findings include that:
High levels of course supports, meaning scaffolding within the materials to help students understand and link concepts, were important for student’s mastery of content and quality of participation in online discussions.
High levels of instructor support were related to higher grades but lower mastery and quality of discussion.
Students in courses with high frequency of hands-on and minds-on activities tended to get lower grades, while those in courses with high frequency of pen and paper activities tended to get higher grades.
Some overall implications of these findings for developers include the importance of course design for students’ success. Courses with supportive structures in place through materials presented opportunities for student achievement, even when there was less instructor support. This suggests that the role of the instructor shifts in online learning to one who must pre-design the course with the student in mind, but then fade the interaction and let students play a significant role in their own learning, including choosing relevant discussion topics.
Really interesting finding that is sort of counter-intuitive, making the case for greater faculty involvement in course design and less online interaction. Most faculty I know that teach online feel obligated to be in their courses constantly, interacting, starting and jump-starting discussions, prodding students and really being as much a presence online as they are in a traditional classroom. I like the point made that instructors need to "... fade the interaction and let students play a significant role in their own learning, including choosing relevant discussion topics." Giving up control - not an easy thing to do. Download the full article here.
Tucked away in a 1,200-page bill now in Congress is a small paragraph that could lead distance-education institutions to require spy cameras in their students' homes.
It sounds Orwellian, but the paragraph — part of legislation renewing the Higher Education Act — is all but assured of becoming law by the fall. No one in Congress objects to it.
The paragraph is actually about clamping down on cheating. It says that an institution that offers an online program must prove that an enrolled student is the same person who does the work.
The result?
[Colleges are authenticating] online test takers by reading their fingerprints, watching them via Web cameras, or recording their keystrokes.
Or
[Requiring students to] travel to distant locations so a proctor can watch them take exams on paper.
For many colleges, the fear is that solutions developed and managed by third-party vendors will collect students' images, fingerprints, and even images from inside their homes, ultimately jeopardizing our students' privacy.
For Christy LaBadie, a sophomore at Northampton Community College, the 30-minute drive from her home to the Bethlehem, Pa., campus has become a financial hardship now that gasoline prices have soared to more than $4 a gallon. So this semester she decided to take an online course to save herself the trip—and the money."I would prefer to actually go to school and be there to do it," says Ms. LaBadie, a single mother working toward a degree in medical administration. "But it's hard enough paying tuition, much less the price of gas."
Here's some data from the article:
The Tennessee Board of Regents, for instance, reports that summer enrollment in online courses is up 29 percent this summer over last year. At Brevard Community College, in Cocoa, Fla., summer enrollment in online courses is up nearly 25 percent. Harrisburg Area Community College, in Pennsylvania, saw its summer online enrollment rise 15 percent to 20 percent. At Northampton summer online enrollment is up 18 percent.
Not surprisingly, this trend is expected to "...lead more colleges to expand their offerings, or experiment with "blended" courses that mix in-person and online meetings."A great resource for students and faculty considering online courses is the Distance Learning Calculator from the SUNY Learning Network. By entering a few pieces of information into this simple web-based form:you can get a quick estimate of the cost of attending classes - and by extension, how much you would save by taking an online course. My quick example shows that I would save $1,100 a semester, just by staying home and teaching one of my courses online. When you consider that our part-time teaching rate is roughly $600 per credit or $1,800 for a typical 3-credit course, it's hard to imagine why anyone would teach part-time, when they're netting only $700. This cost is not trivial for students. With tuition at $108 dollar per credit or $1,620 for full time (up to 15 credits), it becomes increasingly important to provide students as many options for online learning as possible, and to ensure that they can fit more than one course into their daily schedule.Also worth a read is Elearning is Good for the Environment.Image from loiclemeur
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