This document proposes a strategy for a self-sustaining educational entity that would offer free higher education to everyone. It would utilize existing open educational resources and massive open online courses. An online auction system would allow optional payments for courses and determine class enrollment and scholarship levels. The goal is to revolutionize education through open access while establishing sustainable business models for institutions and instructors.
TEDx Phnom Penh - Heroes and innovations in educationsamng
Presented at a TEDx workshop session in Phnom Penh on 22 May 2012. The session reviewed existing materials on TED and looked at other innovations in education with a particular focus on developing countries (like Cambodia) and the role of technology.
Imagining the Impossible: Recruitment Communications in a World Without PaperBob Johnson, Ph.D.
In this time of tight finances, large admissions print budgets are logical areas for cost-cutting reviews. What would you do if you had no money for print materials to recruit students?
Review these pages and imagine a new recruitment communications plan using current and emerging technology and based on a strong recruitment-oriented website.
Imagine the impossible. In 5 to 10 years this future might be real.
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
Tutellus.io - Whitepaper - v3.25.
Education, The Pending Asset
Education has hardly improved in the
last thousand years, and most
importantly: no educational model
lets people earn money while they
study. On the contrary, they have to
invest in their own education hoping
to earn that money back in the long
term.
There are, as we see it, four main problems in education:
1. People cannot earn money studying, they have to spend more
instead.
2. Students often lack motivation, so they often stop studying.
3. Teachers can’t earn money depending on the value of the students
that they generate, and are not fairly retributed for their efforts.
4. There is a huge gap between employment and education, withmillions of jobs unfilled.
TEDx Phnom Penh - Heroes and innovations in educationsamng
Presented at a TEDx workshop session in Phnom Penh on 22 May 2012. The session reviewed existing materials on TED and looked at other innovations in education with a particular focus on developing countries (like Cambodia) and the role of technology.
Imagining the Impossible: Recruitment Communications in a World Without PaperBob Johnson, Ph.D.
In this time of tight finances, large admissions print budgets are logical areas for cost-cutting reviews. What would you do if you had no money for print materials to recruit students?
Review these pages and imagine a new recruitment communications plan using current and emerging technology and based on a strong recruitment-oriented website.
Imagine the impossible. In 5 to 10 years this future might be real.
Keynote The Arkansas Distance Learning Association (ARDLA) icdeslides
Keynote The Arkansas Distance Learning Association (ARDLA), 10 October 2012.
Introduction on ICDE an main paradox regarding ODL
Higher education – a goldmine
Global context, need for HE, need for jobs
Opportunities, trends and disruptive initiatives - Open and online
Paradoxes
The users demand
System failure - global failure
A wake up call for governments - a shake up of universities
Conclusion
Tutellus.io - Whitepaper - v3.25.
Education, The Pending Asset
Education has hardly improved in the
last thousand years, and most
importantly: no educational model
lets people earn money while they
study. On the contrary, they have to
invest in their own education hoping
to earn that money back in the long
term.
There are, as we see it, four main problems in education:
1. People cannot earn money studying, they have to spend more
instead.
2. Students often lack motivation, so they often stop studying.
3. Teachers can’t earn money depending on the value of the students
that they generate, and are not fairly retributed for their efforts.
4. There is a huge gap between employment and education, withmillions of jobs unfilled.
To highlight such institutes which have come up with innovative educative methods and solution to build extraordinary careers, we are introducing our special edition on “The 10 Best Institutes for the Year 2018”(Malaysia-Singapore Special Edition).
https://theknowledgereview.com/the-10-best-institutes-for-the-year-2018-june2018/
Dianne,Tomasz, and Saranda co-wrote a paper with me on CSR and their thoughts about ethics in a UK Business School. Please contact Debbie for a copy of the paper
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
This is the presentation I made for my maiden speech as Professor at Newcastle University. In it I speak of In the decades ahead, the next wave of automation technologies will further accelerate the pace of change
Tens of millions of jobs will be phased out
Tens of millions of new ones will be created, and the nature of work will change for everyone as intelligent machines become fixtures in our workplaces.
Around the world, learners still place a great deal of faith in education to help them achieve success. But, the way they are obtaining that education is changing because the new talent economy has arrived with its gig jobs, unconventional career paths and tech disruption.
The old model of front-loading education early in life needs to give way to lifelong learning.
Training and education can no longer end when workers are in their twenties and carry them through the decades
“Competitive advantage doesn’t go to communities that focus on creating companies,
it goes to those that focus on scaling companies.”
Regional Economic Growth doesn’t come from universities that focus on startup, small or large companies,
it comes from universities that focus on scaling companies
“Competitive advantage doesn’t go to universities that focus on themselves,
it goes to those that focus on scaling companies.”
expand access to mid-career adults with short courses, soft skill training and stackable credentials
Ensure their students get internships and work experience (with scaleups) every year
Universities seeking to boost the economic growth of their community will
Develop their student’s soft skills by encouraging and facilitating them to mentor younger students in surrounding local schools
To highlight such institutes which have come up with innovative educative methods and solution to build extraordinary careers, we are introducing our special edition on “The 10 Best Institutes for the Year 2018”(Malaysia-Singapore Special Edition).
https://theknowledgereview.com/the-10-best-institutes-for-the-year-2018-june2018/
Dianne,Tomasz, and Saranda co-wrote a paper with me on CSR and their thoughts about ethics in a UK Business School. Please contact Debbie for a copy of the paper
The majority (71 per cent) of education leaders say technology has helped them to make good decisions. A further 72 per cent, the highest of any sector surveyed, also said that the interaction between professionals and technology will be hugely beneficial for the economy as a whole
This is the presentation I made for my maiden speech as Professor at Newcastle University. In it I speak of In the decades ahead, the next wave of automation technologies will further accelerate the pace of change
Tens of millions of jobs will be phased out
Tens of millions of new ones will be created, and the nature of work will change for everyone as intelligent machines become fixtures in our workplaces.
Around the world, learners still place a great deal of faith in education to help them achieve success. But, the way they are obtaining that education is changing because the new talent economy has arrived with its gig jobs, unconventional career paths and tech disruption.
The old model of front-loading education early in life needs to give way to lifelong learning.
Training and education can no longer end when workers are in their twenties and carry them through the decades
“Competitive advantage doesn’t go to communities that focus on creating companies,
it goes to those that focus on scaling companies.”
Regional Economic Growth doesn’t come from universities that focus on startup, small or large companies,
it comes from universities that focus on scaling companies
“Competitive advantage doesn’t go to universities that focus on themselves,
it goes to those that focus on scaling companies.”
expand access to mid-career adults with short courses, soft skill training and stackable credentials
Ensure their students get internships and work experience (with scaleups) every year
Universities seeking to boost the economic growth of their community will
Develop their student’s soft skills by encouraging and facilitating them to mentor younger students in surrounding local schools
Este estudio brinda información del perfil del autoconstructor y su proceso de compra de materiales y acabados para la construcción, ampliación o remodelación de su hogar. Esto con el propósito de que las empresas vinculadas a la autoconstrucción puedan tomar mejores decisiones de gestión.
47 things I Wrote Down @ SaaStr Annual 2017stewartjer
Ah, SaaStr Annual. The conference of all conferences for us SaaS nerds. The pinnacle of PLU (People Like Us) networking and experience cross-pollination.
I’m not a newbie. I’ve read, heard, or lived most of it before, many times over, but I had a very specific goal for myself this year: to focus on answering a few burning questions related to my key objectives for the next 12 months. I found what I was looking for, (hope you did too), and happened to take some decent notes in the process. Enjoy!
icouldbe.org is an award-winning organization that is pioneering innovative technology solutions to solve the educational and career needs of today's students.
icouldbe.org has served more than 6,000 teenagers in the United States and has recently expanded its global reach to Tanzania.
icouldbe.org partners with companies to engage employees to become mentors to teenagers and guide them through a dynamic, online curriculum that allows them to focus on career advice, the best uses of high school, how to manage their money, how to prepare for continuing education.
1. icouldbe.org guides youth towards the careers they want and deserve.
2. All mentoring is virtual and safe, carried out on the icouldbe.org’s site.
3. E-mentors volunteer when it is convenient for them, day or night.
icouldbe.org is an award-winning organization that is pioneering innovative technology solutions to solve the educational and career needs of today's students.
icouldbe.org has served more than 6,000 teenagers in the United States and has recently expanded its global reach to Tanzania.
icouldbe.org partners with companies to engage employees to become mentors to teenagers and guide them through a dynamic, online curriculum that allows them to focus on career advice, the best uses of high school, how to manage their money, how to prepare for continuing education.
1. icouldbe.org guides youth towards the careers they want and deserve.
2. All mentoring is virtual and safe, carried out on the icouldbe.org’s site.
3. E-mentors volunteer when it is convenient for them, day or night.
10 Major And Emerging Technologies That Will Shape The Future Of EducationRita Lee
Innovative technologies change the way we used to learn and that happens incredibly quickly. What major technologies will define the future of modern education?
7 Best Ways EdTech Has Impacted Modern Education | Future Education MagazineFuture Education Magazine
It is impossible to deny that Edtech has impacted modern education, as seen by the rise of e-learning, virtual classrooms, and online programs. Around 81 percent of teachers in the United States have acknowledged that their usage of educational technology has significantly advanced in the year 2020 in response to COVID-19. Not only has this revolution made education more accessible, but it has also raised the bar for the quality of education.
Innovation 2013 conference - The Journey to Democratizing Education - Ben Gur...Nava Levy
The advances in cloud computing technology as well as fast declining prices of broadband communications access and end-user devices, present a tremendous opportunity for democratizing education. In this presentation, we will see how we can harness these new & disruptive technologies to give access to everyone to high quality educational resources, for free. We will see why and how this journey is different for academic education vs. kids education, and how with the goodwill of the community we can finally democratize kids education to achieve equality, peace and prosperity for all.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2. Education has the power to change everything:
Poverty, disease, crime.
Many people in the world, mostly in developing
countries, can’t afford higher education. 100
million according to UNESCO.
We can’t easily change poverty, disease or
crime in the world.
But we *can* revolutionize education.
Here is a proposed strategy for a self-
sustaining educational entity which
would offer free higher education to
everyone.
3. MIT OpenCourseWare: Since 2002, has all of the
educational materials from its undergraduate and
graduate-level courses online, partly free. 2080
courses available as of November 2011.
4. Open Educational Resources (OER): Term adopted
at a UNESCO forum in 2002. Is also the name of a
foundation that promotes OER.
WikiEducator: Since 2006, collaborative
development of learning materials, which educators
are free to reuse, adapt and share without
restriction.
Massive Open Online Courses – MOOC: Term
coined in 2006. First adopted and applied in a
Connectivism course by George Siemens.
5. Coursera: “committed to making the best education
in the world freely available to any person who
seeks it.” As of March 2012 offers 15 online free
courses.
Udacity: Private institution of higher education
founded by Sebastian Thrun and David Evans with
the goal of free, online classes available to
everyone. First course began February 20th, 2012.
MITx: Will offer a portfolio of MIT courses for free
to a virtual community of learners around the
world. Planned for Fall 2012.
6.
7.
8.
9.
10. Consider Stanford’s experience: Last fall, 160,000
students in 190 countries enrolled in an Artificial
Intelligence course taught by Mr. Thrun and Peter
Norvig, …
Mr. Thrun was enraptured by the scale of the course, …
and an army of volunteer translators who made it
available in 44 languages.
“Having done this, I can’t teach at Stanford again,” he
said at a digital conference in Germany in January. “I feel
like there’s a red pill and a blue pill, and you can take
the blue pill and go back to your classroom and lecture
your 20 students. But I’ve taken the red pill, and I’ve
seen Wonderland.”
11.
12.
13. Requires involvement of accredited
institutions.
Students expected to pay a cost-recovery fee
to be assessed for credit.
Plans a limit to very few OER courses to not
threaten mainstream business model.
Expects increased brand awareness of
institutions, therefore increased enrollments.
Expects revenue from recruiters for providing
qualified students information.
14. OER community members are employees in current
education industry. Those people won’t try to affect
the fundamentally flawed system that employs
them.
They don’t seem to realize the huge power that
they have.
They don’t seem to identify the huge importance
that assessment services will have.
They don’t seem to have a good idea of a business
model for an OERU. They only mention things like
selling information to recruiters and cost recovery
for assessment.
15.
16. This idea is not really a creative or
sophisticated one.
We just identified several perspectives,
realities and trends, which we call principles,
and we believe them to be solid truths.
This whole project is just a logic and natural
conclusion based on those principles.
17. Society should not charge its youth to
educate them.
As a society, we wish that most or all of our
youth get higher education. An educated
citizen contributes way much more to society
than a non-educated one. However, as a
society, we stop that from happening by
trying to make a small profit from the few
ones who can pay for their education,
missing the tremendous profits we could get
as a whole if we just educated all of our
youth.
18. ICT’s give us the power to educate everyone
we want.
Most educational communities discuss about
the use of ICTs’ to improve their current
teaching.
Most of them not realize that with current
ICT’s, in the same way they are already using
them, we are now able to change and
revolutionize the world through education.
19. Charging money for courses which content is
freely available on the Internet must stop.
Most private universities charge very high
amounts of money for teaching course
materials that in their most part are already
freely available on the Internet.
Most university professors in developing
countries are not particularly good or
proficient at the courses they teach. They add
very little or no value compared to self-
learning on the Internet.
20. Teachers who have no particular achievements on
their fields should not be the ones educating our
youth.
On the contrary: our best minds, our best researchers
and business people should be the ones educating
our youth.
Many of those bright minds feel a natural desire to
share their knowledge. Our concept will facilitate it in
a way much better than the current education system.
Our system would discourage the existence of full-
time professors and instead attract successful people
from many fields to teach hourly.
21. In developing countries there is no real incentive
for a professor to do any research. We must
provide incentive and means for research.
The vast majority of university professors in
developing countries don’t do any valuable
research.
Our online course auction system will allow us to
collect higher payments for courses in which the
professor has higher achievements or prestige, and
the professor would receive a percentage of that.
Therefore, professors will have the incentive of
being paid proportionally to their achievements.
22. Value self-learning capacity in addition to
“scholastic aptitude”.
Most universities use numeric and verbal
aptitude testing to choose their students.
Our model will attract self-learners, and we
believe that in the 21st century, with human
knowledge growing exponentially, a
professional who is good at self-learning
would have more chance of becoming and
remaining successful compared to a person
with higher aptitude but with less self-learning
motivation.
23. We must teach kids science and technology as soon
as they are ready.
Many universities teach basic concepts like Ohm’s
Law or programming languages in the first or
second year of studies. But some of those students
were capable of learning those concepts probably
10 years earlier.
We won’t wait for students to finish high school to
allow them into our courses. We would welcome
anyone who can handle the course material.
Although we probably must wait until students
finish high school to issue a formal college degree.
24. Affluent families will always be willing to pay
for education.
Affluent families are more likely to know how
good investment education is.
We will provide the opportunity for them to
pay for higher quality version of our courses.
Professors would range from local
professionals to world-class experts,
businessmen, politicians, etc.
Additional course value could be in form of
laboratory use, guided tours, etc.
25. High paying students expect to socialize with
other high paying ones.
Our online course auction system would allow
affluent students to group among themselves
around the best classes and teachers.
It is a fact that social structure is a very
strong foundation for professional and
business success.
Social networks formed among high-paying
students could be alike ones at current Ivy
League schools.
26. Fixed percentage scholarships are a thing of the
past.
Scholarships have always been a strong motivator
among top students, but we believe we can provide
more levels than just the fixed 100%, 50% and 25%.
Our system would handle performance-based
continuous scholarship levels from 0% to100%.
Most students would get some level of aid, thus we
would motivate much more students than the
current criteria.
The very top students would be able to get into the
highest-paying classes for free.
27. We must facilitate PLAR - Prior Learning
Assessment and Recognition.
There are many people who acquired knowledge
similar or superior to college degrees through work
experience or independent study.
It is in the interest of society to identify and
recognize the skills and capabilities of individuals.
Our program would enable those individuals to
obtain formal degrees in a very short time and at
no cost.
28. Our entity, code-named Mega-University,
would offer full higher education degrees, in
most areas of human knowledge, for free,
based on distance education through ICT’s.
Payment would be optional for each course
and handled with an auction system.
Many of the courses would use material
openly available on the Internet.
Some courses may not include any teaching
at all, would just require self-learning.
Assessment will be automated.
29. This is all what we need:
One accredited and preferably important university
that wants to become the Mega-University.
Some legal consulting so our distance-learning
courses comply with legal requirement for credit.
Some marketing budget to publicize the program.
To pick one of the existing quiz/testing online
services for assessment.
Design and develop the proposed online course
auction online application.
30.
31. Is a key element of this concept that handles
the following:
◦ Class enrollment
◦ Multi-level auction functionality for variable class
cost allocation
◦ Continuous performance-based partial scholarship
functionality
This concept is proprietary to NOVAPRO. We
have not found anything close to this
anywhere.
32. Each course would have one or more teachers, and
one or more levels of additional value added (like
lab use, physical materials or supplies, field trips,
etc.). Each combination would have a specific
student capacity. All this information would be
public days in advance of enrollment phase,
including bio and achievements of each teacher.
Students would enter the “auction” by indicating
their preferred class groups and an amount of
money they are willing to pay for it.
The system would update in real time statistics that
tell students the likelihood of getting into the
course with the amount they offer.
33. After the enrollment period, the system
choose for each class its selection of students
based on a combination of higher monetary
“bid” with the calculated scholarship level of
each student.
For each class the final official price is
estimated as the lowest offer among the
selected group, and all the group pay that
same minimum amount, less their specific
scholarship percentage.
34. There would be prior agreement with
professors on a percentage of course revenue
going to be paid to them.
Those percentages can be significant, i.e. 30%,
50%. Currently, professors get paid small
portions like 5% or 10% of course revenue in
private universities.
Professors that don’t attract a minimum
revenue will be paid a standard rate.
This model should be an incentive to
professors for achievement and research.
35. Courses can have other courses as pre-
requisites. For each pre-requisite, a minimum
grade will be specified. For example, for
Math2 the requirement could be 80% in
Math1, but for Chemistry the requirement
could be 60% in Math1.
Specific professors or class groups could
require higher grades.
36. Professors would be encouraged to select
study materials already openly available on
the Internet.
Many courses won’t have proprietary course
content.
Some professors could create and provide
additional material if they wish to.
37. Most courses must have a totally-free option.
In those cases, all study materials would be
in electronic form.
Additional value for courses could be in the
form of providing physical books or
materials.
However physical books in general would be
discouraged.
38. No. Additional value for courses can include
in-person sessions at a local university or
auditorium, right to use study rooms for
student groups, field trips, etc.
39. The easiness for graduated professionals to
take courses or get recognition for any
additional topics required by their employers
would make curriculums less critical.
A basic curriculum guideline would be defined
when each major or program is announced.
Students would be free to earn credit for
courses they freely choose in other fields.
What needs to be carefully determined is the
number of credits to award for each course.
40. Most courses would have a test-only version,
in which the student goes directly to the
assessment of their knowledge.
Depending on the course, some of those
courses may not offer a 100% grade option,
for example if the course required team work,
or lab or field sessions, etc. which can’t be
assessed by online testing.
41. Some students would be tempted to “cheat” and
get help during online testing.
We don’t see much need to validate identity in
basic courses. More advanced courses, which have
those basic ones as pre-requisites would assess
that basic knowledge anyway.
Each major or program should define a set of
courses in which identity will be recorded in
testing. For example, in 20% of courses.
A final small set of final courses must be taken in
person, specially those that would lead to awarding
a formal degree.
42. We won’t have resources to validate identity on
the many students we expect to have.
However, if unethical behavior is confirmed,
the penalties would be severe, for example
taking away credit for one or many courses.
Professors could suggest investigation of
specific students performing too below
average.
Recruiters could suggest investigation if they
find the graduate is not really qualified. We
could take away degrees if necessary.
43. The country or community that first sponsor
this initiative would have the benefit of giving
priority to their people to get the college
degrees in very few years.
This country or community will be in the
position of exporting professional services
and skyrocketing their entrepreneurial
ventures.
Biggest countries and corporations in the
world could be interested in contracting this
newly available workforce.
44.
45. “The future belongs to those who see
possibilities before they become obvious.”
John Sculley, former PepsiCo President and
Apple CEO.
46. This initiative could strongly benefit if
specific law is approved to support it.
In many countries academic credits and
degrees are tied to a number of hours of
class attendance. That must change.
Law must evolve so credits reflect actual
knowledge, either obtained through class
attendance or not.
Government must support PLAR - Prior
Learning Assessment and Recognition.
47. Private universities business model would be
severely affected in less than a decade. Some
would be able to adapt, some would
downsize, and a few would need to close
doors.
The big “college prep” industry would shrink
and end up serving only the less skilled and
less motivated students, those who don’t
succeed at self-learning.
48. Netflix: Revolutionized video rental industry. 2011
revenue: US $ 3.2 billion.
iTunes: Changed record industry business model.
2010 sales US $ 4.1 billion.
Southwest Airlines: With creative business model
became one of world’s most profitable airlines.
2011 revenue US $ 15.7 billion.
iPhone: Changed physical appearance and user
interface in cellphone industry. Estimated 2011
sales US $ 40 billion.
Walmart: Absorbed big portion of retail industry.
2011 revenue US $ 420 billion.
49. The US colleges and universities industry
includes about 4,400 degree-granting
institutions with combined annual revenue of
about $360 billion.
(We don’t have worldwide information at
hand.)
50. If our initiative can grab an equivalent of 1%
of the US colleges and universities industry in
5 years, and we end up charging an average
of 10% for those services, that would make
our annual revenue of 360 million dollars.
That would mean equivalent savings for
students’ families in the range of billions of
dollars per year.
Assuming a net profit of 10% and discount
rate of 10%, market value of our entity would
be around 360 million dollars.
51. Form a small and talented team to write a
solid project and business proposal.
Get legal help about degree and accreditation
requirements.
Identify a established university who wants to
become the Mega-University, draft a contract
with them.
Define specs for the auction system and
estimate development costs.
Choose an online testing service.
52. To re-write this same proposal in a more
formal manner: 3-person team for three
months: US $ 30,000.
For an initial 5-person team, plus
administrative support, legal advice, public
presentations, etc. for six months: US $
200,000.
Initial estimates are that initial working
capital should be around US $ 1 million,
which could be recovered with operating
profits after 3 years of operation.
53. Assuming we offer 5 majors with 200 courses
in total, and operating profit of US $ 10 per
course-student.
Assuming 12 courses taken per year per
student, yearly operating profit per student
would be US $ 120.
Assuming we serve 200 students per course
on average, we would have 40,000 students
enrolled at any given time.
Thus, operating profits per year would be
around US $ 5 million.