【Native Speaker每日综合训练—38系列】【38-20】经管 MOOC

小蘑菇开始打怪

内容：小蘑菇开始打怪 编辑：小蘑菇开始打怪

公益申请名额，每月一名

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写在前面：
给大家介绍一下MOOC，以下内容来自Wikipedia：
A Massive Open Online Course (MOOC) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education which began to emerge in 2012.
今天话题有点儿文史哲的意思...

38系列最后一期了，各位之前没做的作业快快补起来啦。
Enjoy Reading~~

Part I: Speaker

How schools kill creativity




[Rephrase 1: 17:40]

Source: TED
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity#

小蘑菇开始打怪

Part II: Speed

Can an Online Degree Really Help You Get a Job?
By Kayla Webley Oct. 18, 2012

[Time 2]
The University of Phoenix, the largest for-profit school in the country, has been around since 1976. It has 328,000 students currently enrolled and an estimated 700,000 alumni. It offers more than 100 degree programs at the associate, bachelor’s, master’s and doctoral levels. As of 2010 it had more than 8,000 recruiters on staff. But until very recently it had no career-counseling service for its graduating students.

That’s finally changed with the school’s new “Let’s Get to Work” initiative announced late last month: a series of online tools designed to help students figure out early on what jobs might be good for them, what employers in those fields are looking for and what skills students need to get the job. The school says it’s been working on this program for a couple of years now, but it’s probably no coincidence that it was excoriated this summer in a Senate report for doing little to help place its graduates in jobs after school. (The school is facing other problems as well: following a 60% fourth-quarter loss in net income for its parent company Apollo Group Inc., Phoenix announced Oct. 17 that it would close 115 locations — a decision that will affect some 13,000 students.) But with the national unemployment rate hovering near 8%, getting a job is exactly why many adults pursue a degree, online or otherwise. The question is: Can an online degree help you land a job at all?
[239 words]

[Time 3]
An increasing number of students are hoping that the answer is yes. The growth in online education over the past decade has been nothing short of meteoric: a November 2011 report by the Babson Survey Research Group found that more than 6.1 million students took at least one online class during the fall of 2010, a 10% increase over the previous year and nearly four times the number of students taking online courses a decade ago. While some of these students are enrolled in traditional brick-and-mortar schools that also offer certain courses online, many others take online courses through institutions like the University of Phoenix and ITT Technical Institute, which offer a majority of their degree programs over the Internet. Still, concerns persist over the quality of online education and the usefulness of an online degree in getting a job — although for many it is the fact that most online universities are run as for-profit entities that is the root of the issue, rather than the medium in which they teach. (One particularly damning study from the National Bureau of Economic Research posited that some for-profits were nothing more than “agile predators,” targeting low-income and disadvantaged students in order to line their pockets with government money.)

Still, perceptions of online-only degrees are slowly shifting. According to the Society for Human Resource Management (SHRM), employers’ views of online education have improved over the past five to 10 years. More than half of human-resources managers SHRM surveyed for an August 2010 report said that if two applicants with the same level of experience were applying for a job, it would not make a difference whether the job candidate’s degree was obtained through an online program or a bricks-and-mortar university. Seventy-nine percent said they had hired an applicant with an online degree during the previous 12 months. But 66% said candidates who obtained degrees online were not viewed as favorably as job applicants with traditional degrees. “HR managers are normally pretty conservative and a little bit cautious,” said Margaret Fiester, SHRM’s operations manager for the HR Knowledge Center. “It boils down to how familiar they are [with online education]. If it’s something they haven’t encountered before — if they’re not comfortable — they won’t even give it a second glance. A lot of decisions are made based on name recognition and reputation.”
[387 words]

[Time 4]
The newest players in the online-education space have no problem with name recognition. Unlike the University of Phoenix, the prestigious universities behind Massive Open Online Courses, or MOOCs — Harvard, MIT, Stanford and Princeton among them — have ironclad academic reputations. In fact, Coursera, edX and Udacity, the three largest MOOC providers, have heard from companies who have expressed interest in hiring students who perform well in their courses.

But MOOC schools have a different problem: they don’t offer degree programs for their students, merely a certificate of completion. For many recruiters, that’s simply not enough. And like the traditional online schools, they still have a lot of work to do in order to convince employers that the courses they offer online are of the same quality and rigor as those taught in classrooms. “Employers use degrees as a sifting device. For many jobs, if you don’t have a degree, you’re not going to be considered,” says Richard Garrett, vice president and principal analyst for online higher education at Eduventures, a higher-ed research and consulting firm. “If we start introducing, ‘Well, I don’t have a degree, but I took this MOOC thing, or a few courses here or there,’ that complicates the lives of HR managers. The MOOC currency isn’t yet clear enough that it will compete with the degree currency.”
[219 words]

[Time 5]
The MOOCs might be able to learn from schools that are trying a different approach: figuring out what skills employers are looking for and helping put their students in that sweet spot. The private, not-for-profit Western Governors University (WGU) has offered online degrees in business, technology, teacher education and health care since 1997. “Ninety-nine and a half percent of employers have never heard of us,” says WGU president Bob Mendenhall. To get around that, WGU administrators allow employers to consult on curriculum development and other aspects of the program; in return, WGU graduates are frequently hired by many of those companies. John Steele, senior vice president of human resources at HCA Healthcare, which operates hundreds of hospitals nationwide, likes having a say in what students learn so he can be sure the employees he hires will have the skills his company needs. HCA Healthcare has taken on hundreds of WGU nursing graduates over the years. “There’s no question that having an input in the curriculum makes a difference,” Steele says — although he adds that he likes WGU’s program because, though mostly online, it also features in-person labs where students get the hands-on experience required in the nursing field. “At some point you have to learn how to touch the patient. You can’t do that online,” he says.

The logistics and delivery giant UPS is taking that process a step further, teaming up with various online and brick-and-mortar schools to design programs that will create ideal candidates for their company. For the past two years they have worked with Moraine Valley Community College in Palos Hills, Ill., on a program to train package handlers — an entry-level position — to become apprentice mechanics. The company has also worked with Morton Community College in Chicago to develop a curriculum for supply-chain management classes and with Thomas Edison State College in New Jersey on an operations-management certificate program. Some of these programs are online, some are taught in real-world classrooms, and some are a mixture of both. “We recognize that generations have different learning preferences and styles,” said Anne Schwartz, vice president of global leadership and talent development at UPS. “It’s difficult for us to tell a 20- or 30-something that they have to have a degree from a brick-and-mortar college. As a result, we encourage all types of education, including online.”
[387 words]

[Time 6]
The University of Phoenix is catching on. In the past year the company began developing certification programs in retail management and hotel-revenue management to fill a need mentioned by employers. “We try to understand where the need is and then drive that into our curriculum so that students emerge ready to be hired,” says Barry Feierstein, the school’s chief business operating officer. The school has announced partnerships with companies like MGM, which is collaborating on the development of the hotel certificate, and American Medical Response, which helped the school develop its concentration in emergency care (which is now part of the School of Allied Health). It also has informal relationships with companies like Walmart, which is not involved in curriculum development but does work with the school to meet its talent needs in retail management. “That’s a win-win for everyone,” Feierstein said. “Walmart gets a good hire, and we get to help our students secure jobs while they are still in school.”

So the answer to whether an online degree can help you get a job appears to be yes — sometimes. TIME asked human-resources executives at several Fortune 500 companies whether an online course would be viewed as a credible credential in a prospective employee, and not all of them agreed. One executive was concerned about how students were graded and assessed, while another worried about the reputation of online universities and believed that online classes were generally not as challenging as traditional college courses. These are the challenges that MOOCs, for-profits and corporate-academic partnerships still need to surmount. As Western Governors’ Mendenhall says, “At the end of the day, maybe the biggest contribution of the MOOCs will be adding credibility to online education.” At least he hopes so. The industry could use it.
[294 words]

Source: TIME
http://nation.time.com/2012/10/18/can-an-online-degree-really-help-you-get-a-job/

小蘑菇开始打怪

Part III: Obstacle

Blackboard CEO Jay Bhatt on the Global Future of Edtech
Gregory T. Huang 6/2/14


[Time 7]
What does the head of one of the world’s biggest edtech companies, Blackboard, think about the future of education?
First, you should know a little about his background. Jay Bhatt was a middle-school math teacher in the early ‘90s, teaching sixth-graders in Richmond, CA. He went on to work as an investment banker, specializing in mergers and acquisitions, and later became an executive at design software firm Autodesk. More recently, he served as CEO of Progress Software for about a year before joining Blackboard as chief executive in late 2012. (Co-founder and former Blackboard CEO Michael Chasen left to go work on a social/mobile startup.)

Blackboard has a long and involved history as a pioneer in education technology. The firm was started in 1997, raised more than $100 million in venture funding, went public in 2004, and was bought out by private investors, led by Providence Equity Partners, for $1.6 billion in 2011. The company is making between $650 million and $700 million in annual revenue, Bhatt says.

Blackboard is best known for its learning management software, which helps teachers do things like manage classroom data, track assignments, and deliver online courses and materials. Over the past decade, Blackboard has expanded into other areas like collaboration, communications, analytics, and mobile apps. And this year it has moved into student databases and profiles (through its acquisition of MyEdu) and is also rolling out an online bookstore.

Amid its expansion, Blackboard has faced competition from efforts like Moodle, Sakai, and Canvas (Instructure), as well as from smaller startups buoyed byincreasing venture-capital interest in education.

A snapshot of Blackboard’s business: About 80 percent is higher ed and professional ed, while 20 percent is K-12. Eighty percent is domestic, with 20 percent being international. That last figure could change a lot in the future (more on that below). Consider that Bhatt’s previous software companies, Autodesk and Progress, did something like 65 percent of their business overseas.

The company currently has about 2,800 employees. Its headquarters is in Washington, DC, but it has offices in Boston (where Bhatt resides), Austin, San Francisco, London, Brazil, and soon, Singapore, among other places.

I sat down recently with Bhatt at Blackboard’s office in the Fort Point neighborhood of Boston. We covered a lot of topics—from the rise of massive open online courses (MOOCs) to whether there’s a bubble in higher education—but one thing we kept coming back to was the global market for edtech.

“Education tech hasn’t really exploded yet,” Bhatt says. “The big software companies all have education practices, but they’re not really focused on education.”

Bhatt’s goal is to solidify Blackboard’s position as an entrenched leader in the market. And the key to that is thinking globally and long-term, he says.

“We’ve heavily invested internationally,” Bhatt says. “We’re really focused on the globalization of education.” As he puts it, that process “has not really scaled yet.” And that is what’s driving Blackboard’s product roadmap, as well as its competitors’.

“When you build software, you’re building for the future,” he says. “It doesn’t reach scalability until three to four years out.”

Here are some more highlights from our chat:
—On the future of the education software market: “The industry needs a leader in technology; the usual-suspect companies aren’t going to lead in education,” Bhatt says. “If you’re not an educational technology provider, it’s a pain to serve” the market of educators and students, he says. Clearly, he sees Blackboard as being in a unique position to capitalize on this market.

—On the importance of understanding the user: Bhatt calls this “the rise of the learner.” As a student, he says, “you may not buy the product, but you’re the center of everything. There’s a learner, and there’s a teacher. But the first piece is the learner—otherwise there’s no place for education.” And as Bhatt sees it, the learner should drive edtech companies’ strategy: everything from their user interfaces and user experience to their product design and analyses of the marketplace. (This dovetails with a theme from last week’s LearnLaunchX demo day.)

—On MOOCs as marketing: Open, virtual courses are “an unbelievable phenomenon that’s driving the concept that online education is happening, that people are willing to learn online,” he says. “The savviest universities are using MOOCs to matriculate students as a marketing tool.”

—On whether there’s a higher-ed bubble: “I don’t think of it as a bubble,” Bhatt says. “I do think people are questioning the value proposition of education. I don’t know if there will be 4,400 higher-ed institutions [in the U.S.] in 10 years. But the addressable market for education may actually grow,” he says, through digital tools, distance learning, part-time programs, and the like. The industry “will have to validate and justify for the consumer how education connects to job prospects and a happy life long-term,” he says. “So no, it’s not a bubble, but maybe it got ahead of itself.”

—On physical vs. digital content: As a deliverer of educational materials (and not a publisher), Blackboard has an important perspective on the future of content. Observers are wondering if and when the switchover to all-digital textbooks and so forth will occur.

“Generations are being divided by very small increments,” Bhatt says. “We have to understand a whole new generation of use is coming at us.” He’s talking about the surprisingly big difference between six-to-nine-year-olds—many of whom have grown up learning to read on iPhones, iPads, and Kindles—and 12-to-15-year-olds who (most likely) got started on paper books and still seem to prefer that format for most of their schoolwork.

One point is clear, Bhatt says: “If you’re going to extend education to the billions of people who have historically not had access to education, it’s not going to be through physical textbooks.” (Think India, China, and other big emerging markets.)

“Kids in China will be reached by devices, and non-Chinese brands,” he says.
[984 words]

Source: Xconomy
http://www.xconomy.com/boston/2014/06/02/blackboard-ceo-jay-bhatt-on-the-global-future-of-edtech/?single_page=true

疏离无罪

沙发~~~~~~~~~

Speaker:Every people have their own advantages.Not everyone need to go to the college.The academic is being inflation. Students should be diverse, dynamic, distinct.rethink the fundamental priciples of education.

01:22
With the high unemployment rate,more people want a degree to get a job.

02:04
More universities have online courses now.But a new suvery showed that the online degree seems to be no more helpful in getting a job.

01:12
The MOOC won't provide a degree.It just give a certificate of completion.The MOOC currency isn’t yet clear enough that it will compete with the degree currency.

02:22
Two successful online education are all about specific curriculums.Students can learn courses that fit the requirment of companies.

01:32
The University of Phoenix is catching on to design programs that can fill a need mentioned by employers.The online degree may sometimes help you to find a job.Online study still need crediability.

06:19
Introduction of Blackboard.Blackboar is expanding to many other field,while facing more competition from other companies.
Bhatt thought that thought the MOOC is exploding recently,education tech hasn’t really exploded yet.To solidify the leading position of Blackboar,the company need to develop its international business.
The industry needs a leader in technology.The learner should drive edtech companies.MOOCs are good advertisement.There is no bubble in education. Whether physical or digital content depend on users and enviornment.

小蘑菇开始打怪

楼上好快。。
----------------

speaker:

what is god look like? no one knows it. when the kid draw it then you know it

each kid has his own advantages and do not use just one standard to judge everyone

some thinking about the school education

time2:

UP provides many degrees to the students but they all face with the challenge of finding a job

time3:

some for-profit institutions give the course just for money

it has little difference when people with the same experience compete for the same job position no matter how he got the degree

time4:

MOOC faces with the problem of whether HR recognizes the course as well

time5:

another institution called WGU provides students with the chance of practice

the companies sometimes prefer to recommending their employees to take an online course because it is time-consuming to take traditional school

time6:

some adjustment and change UP made to make their students more competitive when find a job

how students get accessed when they take online course

time7:

background info about blackboard

insight about the future education market

some questions about the development of education

software

meet the needs of the user

the emerging online courses

is there a higher-ed bubbles

prefer digital content or paper one

醒醒Shine

[speaker]
creativity=education interest, treated equally
capacity of innovation
3 keys: diverse, dynamic, distinct
[time2]
UP, largest, open online tool to help stud. job consulting

[tim3]
Q: online degree help or not?
trend is increasing, BUT it's up to hr manager'( recognition and reputation matters)

[time4]
some companies intersted in 3 largest MOOC providers,BUT it's not enough
degree=sifting device

[time5]
2 examples:
WGU, healthcare
UPS,logistics
---conclusion: mix the online course and real-world classroom

[time6]
updated UP:catch up the job need to their curriculum

conclusion：online course sometimes help get a job, adding credibility, but still have challenge

[obstacle]
edtech company: Blackboard
1- history of its CEO and the company
2- opinion: international and long-term
   edu software market: leader
   understanding user
   MOOC= marketing
   bubble? no!
   physical < digital,especially asia developing countries

hawk！！！

考试周完了 明天开始补作业。。
谢谢LZ~~

leo688

Part I: Speaker
school kills creativity

[Time 2]
1‘30
Uni of Phoenix, 300+K enrolled students, none consulted for job researching.
Uni announced job-added program for students. however, financial issue pressed it shut down some locations.

[Time 3]
2'20
more students studied online, meanwhile, more online education providers during past decade.
employers seem not care whether online or bricks-and-mortar. but, HR staffs are conservative.

[Time 4]
1'27
name recognition is not hard for diff institutes.
top schools, Harvard, MIT, etc, provide the online courses
but, online program does not grant degree, which recruiters treated seriously.

[Time 5]
2'10
diff approaches to make online also valuable, examples:
1- WGU graduates worked in HCA, nursing graduates need real practice anyway
2- UPS cooperate with bot online and brick-and-mortar unis to design doable program

[Time 6]
1'25
example of Uni of Phoenix, to design the courses for employers' needs
recognized by companies
but some companies’ concerns about the education quality since less challenges during study

Part III: Obstacle
5'01
Protagonist’s background, edteck intro, and highlights for next steps

wnj2611339

谢谢蘑菇~~

---

---Speaker
Education takes us to the place we can hardly reach in the future.
Creativity is as important in education as literacy, and we should treat creativity with the same status.
A story of a drawing girl
If you are not prepared to be wrong, you will never come out with anything original, and you will lose your creativity when you become an adult.
Nowadays, we are educating people out of their creative capacities.
Now the whole purpose of education around the world is to produce universal professors, who live in their heads, and the education system is to created to meet the industry needs.
At the end of days, degree won't worth anything.
Intelligence is diverse, dynamic, and distinct. The whole industry is shifting.
The story of a ballet dancer
We have to rethink the fundamental principles why we educate our children, and we should use the gift of creativity wisely.

----Speed
[Time 2] 1'09''
Until very recently, the University of Phoenix had provided no career-counseling service for its graduating students. Just recently, a program that helps students with their future careers was offered by the University.
[Time 3] 1'42''
The number of students that took online courses have increased.
The perceptions of online-only degrees are slowly shifting, even though majority employers consider degrees obtained online are inferior.
[Time 4] 1'04''
MOOC schools do not offer degree programs for their students, and that's not enough for students, who want to use the degree to compete in the job market.
[Time 5] 1'29''
It is recommended that the MOOCs might figure out what skills employers are looking for and helping put their students in that sweet spot.
UPS is taking that process a step further by teaming up with various online and brick-and-mortar schools.
[Time 6] 0'59''
What the University of Phoenix have been doing.
In summary, it is not guaranteed that an online degree can assist in getting a good job.

----Obstacles
I will come back and make up for the obstacle part soon, thanks.

公元前334

T2-T6: 1:40, 2:45, 1:25, 2:50, 2:00
T7:
BB's attitude for future online edu.
BB's backgroud: finance, people, location, products, market etc.
BB's CEO: tech first, customer oriented, MOOC is increasing, NO bubble, digital text will replace printed one.