By: gasstationwithoutpumps
Yes, semester, quarter, and semester-in-a-quarter systems all result in different paces for courses. We do semester-in-a-quarter, with 5-unit courses that in engineering take about 130–150 hours (35...
View ArticleBy: Kim Wilkens (@kimxtom)
I signed up for the Stanford AI class as well and initially I found it extremely challenging yet rewarding, but after several weeks (6?), I just couldn’t keep up with the content in the time-frame they...
View ArticleBy: Bonnie
I have always used the rule of thumb of 3 hours of work *outside* of class for every hour in class. So for a 3 credit course, one could expect to put in 9 hours outside of class. In reality, for...
View ArticleBy: The long tail may not hit a target: High school teachers « Computing...
[...] CS10K teachers? I’m not convinced. First, when I read the comments to posts about the the Stanford classes, or Fred Martin’s post, I’m struck by how many people took the courses who already...
View ArticleBy: Seth Chaiken
How can we spread out the hours for college-level learning to make it more available to busy people? Media technology has the potential for doing this, but educators need to find out how. It’s normal...
View ArticleBy: Stanford partners with Coursera to offer more online courses: It’s what...
[...] how to build search engines. If you recall, they’re claiming that they’ll be able to teach complete novices. Audrey said that she was never asked what her prior background was. From the...
View ArticleBy: Teaching 4,500 students to program ubiquitous computing: Mike Richards...
[...] on guaranteeing quality, in the sense that the assignments are do-able by students (see previous discussion on reasonable effort). What guarantees can you make about free courses? Does course...
View ArticleBy: Udacity’s CS101: Who are you talking to? « Computing Education Blog
[...] (and maybe Coursera) model effective for more than reaching the best students, beyond the ones who are willing to put in the big effort? It’s an occupational hazard, of being a professor in a...
View ArticleBy: Collaborative Floundering trumps Scaffolding « Computing Education Blog
[...] to do with the floundering being successful. It seems to me that floundering is going to require greater cognitive effort, and thus, greater motivation/engagement to persevere. I also wonder...
View ArticleBy: Sebastian Thrun bets education over driverless cars « Computing Education...
[...] Stanford. The low pass rates aren’t a problem, then. Rather, it’s using motivation and willingness to put in the effort as the filter, rather than wealthy and clout. They’ll still have few...
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