Online course: Engineering the future - a global endeavor

2012 ◽  
Author(s):  
Stephanie L. Moore ◽  
Dominik May
Keyword(s):  
Online Course ◽  
The Future

scholarly journals Envisioning the Graduate of the Future: In Review 2018

2018 ◽  
Author(s):  
Alyssa Napier ◽  
Elizabeth Huttner-Loan ◽  
Josh Littenberg-Tobias ◽  
Garrett Beazley ◽  
Justin Reich
Keyword(s):  
United States ◽  
High School ◽  
Learning Experience ◽  
The United States ◽  
High School Graduate ◽  
Online Course ◽  
School Graduate ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

Adventures with a Flipped Classroom and a Materials Science and Engineering MOOC : “Fools Go Where Angels Fear to Tread”

2013 ◽  
Vol 1583 ◽  
Author(s):  
Bruce M. Clemens ◽  
Chinmay Nivargi ◽  
Antony Jan ◽  
Yuxiang Lu ◽  
Emily Schneider ◽  
...  
Keyword(s):  
Solar Cells ◽  
Fuel Cells ◽  
Flipped Classroom ◽  
Materials Science ◽  
Energy Solution ◽  
Online Course ◽  
Stanford University ◽  
Science And Engineering ◽  
The Future ◽  
Materials Science And Engineering

ABSTRACTIn the fall of 2012 the Stanford University materials science course Solar Cells, Fuel Cells and Batteries: Materials for the Energy Solution was offered as a flipped class and a massively open online course (MOOC). To the best of our knowledge, this was the first materials science MOOC. Here we describe how the course was implemented, and present results on performance, demographics and other observations that were made. Finally, we provide some perspectives for the future of the implementation of these engineering MOOCs.

scholarly journals Developing an online course for marine engineering

2020 ◽  
Vol XXIII (1) ◽  
pp. 282-286
Author(s):  
Alina Balagiu
Keyword(s):  
Foreign Language ◽  
Online Course ◽  
Traditional Course ◽  
The Future ◽  
Marine Engineering ◽  
Job Assessment

Developing an English Academic Online Course for engineering is a complicated endeavor. The ultimate goal of any teacher or professor is to make the students learn circadian and consciously in order to remember the theory and to be able to apply it in the future job. Assessment of every progress of the student is almost impossible during a traditional course, taking into account the fact that the groups of students are quite large and the course or the seminar time is limited. Starting from these premises we have tried to develop an online course that gives the professor the opportunity to check, by means of computer, every progress in learning terminology in a foreign language. The structure of the course and the levels of learning are described in the paper.

Looking Back to the Future of Education

PMLA ◽  
2018 ◽  
Vol 133 (3) ◽  
pp. 667-672
Author(s):  
Frederick Luis Aldama
Keyword(s):  
High School ◽  
Middle Management ◽  
Silicon Valley ◽  
Dark Side ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future ◽  
Future Of Education ◽  
Looking Back

Everywhere I turn, there seems to be a new bandwagon waiting with bold claims on how it will save the humanities. I'm curious. I'm excited. I'm also weary.The MOOC (massive open online course) explosion happened, and I participated with glee. It let no revolution in its wake. I love the deeply interdisciplinary and interactive shape of life for students at Design Tech High School in Silicon Valley but fear there's a dark side to Oracle's bankrolling it with upward of $43 million. And, in the bloating of middle management and infusion of cash into e.learning units on campuses across the country, we might be seeing “management theorists” lurking in sheep's clothes out to create a workforceready. only population. I worry for the twenty-two million students served in college—and especially all the rest not being served.

scholarly journals The Use of a Small Private Online Course to Allow Educators to Share Teaching Resources Across Diverse Sites: The Future of Psychiatric Case Conferences?

2015 ◽  
Vol 41 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Billy J. Lockhart ◽  
Noah A. Capurso ◽  
Isaiah Chase ◽  
Melissa R. Arbuckle ◽  
Michael J. Travis ◽  
...  
Keyword(s):  
Online Course ◽  
Teaching Resources ◽  
Psychiatric Case ◽  
Case Conferences ◽  
The Future

scholarly journals TEACHING JAPANESE DIALOGICAL AND MONOLOGICAL SPEECH: ONLINE COURSE

2019 ◽  
pp. 70-77
Keyword(s):  
Communicative Competence ◽  
Close Relation ◽  
Basic Structure ◽  
Online Course ◽  
Cultural Character ◽  
Whole Process ◽  
The Future ◽  
Printed Materials ◽  
The Individual ◽  
Individual Strategies

The article represents basic psychological, psycholinguistic and methodological background of development of the online course for teaching basic Japanese dialogue and monologue. The mentioned prerequisites are to be seen in close relation to the modern tendencies of foreign language teaching. The role of modern teacher as a representer of the teaching process as well as facilitator of the studying process itself is also described. Basic factors that influence the process of forming communicative competence in Japanese language are presented. Thus, among methodological background the process of organizing studying by teacher, the individualization principles in teaching are mentioned. The individual styles of learning, as well as individual strategies are presented as essential psychological prerequisites of the studying process. The psycholinguistic process of getting the new information is presented as one of the factors of forming the communicative competence in speaking. Based on the mentioned factors, the online course for teaching basic Japanese dialogical and monological speech is described. The course is being at the process of development. The article deals with its basic steps of studying. Some practical aspects of the future course usage are shown. The course includes three basic steps, which present the whole process from getting sample phrases and text till presenting fluent self-made dialogues and speeches in Japanese. The first step presents video materials and printed materials where students get the information on the phrase level. The video component of the course allows saving the auditory time by doing a big amount of work online. The second step presents authorial dialogues in video and printed form. Together with the basic structure needed to present the dialogue students are given some extra information of cross cultural character. The aim of the step is to present self-made dialogues by students. The third step suggests work on the speech level. The purpose of the last step lies in creating authorial students` speeches based on the given material. The course presents a complex system of online and printed materials which, together with the teacher`s work in class, enable fast development of speaking skills. Furthermore, the perspectives of the future usage of the course are laid as a base for its practical development.

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