The document discusses the history and concepts of open educational resources (OER) and open education. It notes that MIT was the first university to make many course materials openly available online in 2001. Open education aims to improve access to knowledge worldwide using open frameworks and 21st century technology. OER are defined as teaching and learning resources that can be freely used and modified under open licenses. The challenges and benefits of open and closed educational models are debated.
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies.
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Distance learning can be hard to navigate. We put together this slide deck to explain the definition of distance learning and the different forms it may take.
Although some people tend to equate distance learning with online education , a fine line exists between them.While all online degree programs can be termed as distance learning courses, it is difficult to call distance-learning courses as online courses.
The presentation highlights the OER initiatives taking place in India while at the same time tracing the history of evolution of OER and discussing the definition.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Open Educational Resources: Development and Challenges for IndiaRamesh C. Sharma
This presentation discusses the Indian initiatives to the development of OERs in India and the challenges therein. WikiEducator India is also discussed.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies.
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Distance learning can be hard to navigate. We put together this slide deck to explain the definition of distance learning and the different forms it may take.
Although some people tend to equate distance learning with online education , a fine line exists between them.While all online degree programs can be termed as distance learning courses, it is difficult to call distance-learning courses as online courses.
The presentation highlights the OER initiatives taking place in India while at the same time tracing the history of evolution of OER and discussing the definition.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
Main findings from the “Compendium of Case Studies and Interviews with Experts about Open Education Practices and Resources” (by Katherine Wimpenny and Daniel Villar-Onrubia, Coventry University, UK)
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
Open Education & Open Educational Services (long)Andreas Meiszner
An introduction to Open Education & Open Educational Services, including information on the openSE & openEd 2.0 projects.
Long version for United Nations University meeting (Macau, 1 - 3 September 2010)
Module 1 Reflection – OER Reflection.pptxAgnesSealy
A Reflection on Open Educational Resources. In this video, the presenter discusses the components of OERs, defines evaluate, curate, and share as it relates to OERs, and examines how to share an OER in a digital format.
Opening teaching and learning through OER and OEP - presentation at "The Belt and Road' International Community for OER at Open Education Learning week. Smart Learning Institute of Beijing Normal University
ReOPEN project aims and objectives, along with the results are presented for target users: education providers, VET, HE and adult learning teachers and trainers, as well as IT specialists.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
2. Vytauto Didžiojo universitetas
Concepts continued. OER and openness
“Open Educational Resources” EDU4020 (Virtual mobility option)
Autumn, 2014
Assoc. Prof. Airina Volungevičienė
Vytautas Magnus University, a.volungeviciene@isi.vdu.lt
3. The history of “open”
•In 2001, MIT was the first university to work on putting many of the teacher-defined support materials from its undergraduate and graduate courses online, in
•The Open Education
Consortium today is a
worldwide community of
hundreds of higher education
institutions and associated
organizations committed to
advancing open education
and its impact on global
education
4. http://www.oeconsortium.org/about-oec/
•Open education encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide
•Open Education combines the traditions of knowledge sharing and creation with 21st century technology to create a vast pool of openly shared educational resources, while harnessing today’s collaborative spirit to develop educational approaches that are more responsive to learner’s needs.
5. Open or closed?
Open Educational Resources (OER) is a term used to describe:
“teaching and learning resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge”
(William and Flora Hewlett Foundation, 2009).
6. Challenges: open or closed?
•Other concepts used are:
–open courseware
–open educational content
–open learning content
Open Up Education!
http://www.youtube.com/user/OUE2008
http://www.youtube.com/watch?v=5BCCY5liKfk
1.Effective software tools to create meaningful learning experiences
2.Appropriate collaboration and communication tools to engage with other learners and create possibly even more meaningful learning experiences that involve others (Andy Lane, 2008).
Lane, A.B. (2008a) Who puts the Education into Open Educational Content? In Richard N. Katz, ed., The Tower and the Cloud: Higher Education and Information Technology Revisited, EDUCAUSE, Boulder, Colorado. pp 158-168. 2008. ISSN 978-0-9672853-9-9.
See also http://www.educause.edu/thetowerandthecloud/133998
7. Prof. Brenda Gourley, Vice-Chancellor of The Open University
Universities have a unique responsibility to exploit the potential of the new technologies and embrace the education opportunities now rendered possible by them and also the networks they have spawned.
OPEN EDUCATIONAL RESOURCES
13. OER at OUUK
•More than 700 of OER, more than 300 OER books (iTunes, Google books; ibook, e-book, etc.)
•Creative Commons
•6 mln unique IP visitors at OpenLearn
•13 % (780 000) register for studies
•iTunes provide more or less 1 % of registered students
21. OER definitions
•The term ‘open educational resources’ was coined by United Nations Educational, Scientific and Cultural Organisation (UNESCO) in 2002 (Caswell et al., 2008)
•it embraces OpenCourseWare but would also include any educational materials, technologies and resources offered freely and openly for anyone to use and under some licenses to remix, improve and redistribute
http://www.open.edu/openlearn/education/creating-open-educational-resources/content-section-2
23. William and Flora Foundation
"OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge
24. •Classification of definitions by:
–Open license required
–Rights of access
–Non – discriminatory
–Non-commercial delimitation
25. Challenges: for user and for developer
•How quality, fitness for purpose and availability is communicated?
•Is it re-usable?
•Is it adaptable?
•Can we re-mix it?
26. How OER are perceived among HE students in UK?
•Survey addressed 40,000 students in UK NUS (National Union of Students)
•2,807 responses represented 43% traditional learners and 57 % non-traditional learners
http://openeducationeuropa.eu/sites/default/files/news/Learner_attitudesOER.pdf
27. http://openeducationeuropa.eu/sites/default/files/news/Learner_attitudesOER.pdf
•OER characteristics identified:
–Accessibility
–Equality
–Sharing
–Choice
–Inspiration
–Freedom and change
•60 % of traditional students and 52 % of non-traditional students rated OER as “very helpful” or “somewhat helpful”
•The major theme in the focus group was that OERs were a valuable additional to more traditional resources, but should not be seen as a replacement
•The interaction between students and university staff was seen as vitally important
•Students appeared to value academics who engaged with OERs more than they valued those who did not
28. Purpose of use
•Students might consider using OER for a variety of reasons, to access content remotely, to grasp complex subjects and to revise for exams
•OER might help develop transferable skills and promote independent learning emerged I focus groups discussion
29. Perspectives of use
•The „Student Perspectives on Technology Research‟ (NUS 2010) highlighted a number of key findings:
–students prefer a choice in how they learn – information and communications
–technology (ICT) is seen as one of many possibilities, alongside traditional modes (e.g.
–full-time study, face-to-face learning contexts) and non-traditional modes (e.g. part-time
–learning);
–opinions about e-learning are fundamentally divided;
–ninety per cent of students agreed that the Internet has benefited their studies. As to
–whether ICT had improved their learning experiences, 78% agreed with this statement,
–with only 5% in disagreement.
30. Benefits of OER
•Several benefits of OERs have been identified by McGill et al. (2008):
–easy and open access to a range of learning materials
– increased access options for students, particularly those studying remotely
–supports collaborative learning
–supports development of students through accessing a wider range of resources
–easy access through student-owned technologies
–likely to encourage self-regulated and independent learning
–increased opportunities for flexible learning
– increased the demand for assessment and recognition of competences gained outside
–formal learning settings
–encouraged peer support, mentorship and ambassadorial programmes
–evidencing skills development/recording assessment and feedback
31. Sharing OER
•Both, traditional and non-traditional students said they were more likely to share resources that they had found rather than resources that they had created themselves
•Some students were happy for course materials to be openly available, while others expressed concern that sharing would devalue their courses
http://openeducationeuropa.eu/sites/default/files/news/Learner_attitudesOER.pdf
32. 2010 Massive Open Online Courses
•Online
•No entry requirements
•No participation limit
•Free of charge
•Do not earn credit
•50 000 student per course
Resource - EUA Council – 1 – 2013 Istanbul, 25 January 2013, Item 7d
33. Providers
•All the more recent MOOCs involve private companies, either for- or non-profit, partnering with universities or individual scholars, and provide services for them. The usual division of tasks is that the universities or the individual academics are responsible for the content (and the quality) of the courses, whereas the company is in charge of the production, and its technical facilitation.
Clusters of universities:
•Coursera (Standford + 33 univ., 2 mln stud. Record)
•edX (Harvard, MIT + Berkeley, Texas, Wellesley)
•Udemy (Ivy league professors, CEOs, 500 startups +)
•Udacity (Standford)
•Futurelearn (Oxford, Cambridge, UCLondon, etc.)
•Etc…
34. Startup
•The institution concludes a contract with a company (e.g. Coursera). It launches an open call among the faculty and invites applications. A limited number will be selected (note that so far these courses cost money, and do not generate income). The course is produced in collaboration with a professional team of Coursera.
•A consortium of universities may set up a company to serve their specific
•purposes (as in the case of edX).
•Companies would have no contractual relationship with a university, but with individual scholars (or other experts to provide course content – which is the case of UDACITY and probably also for UDEMY (which advertises itself as a portal for facilitating courses)
35. Business
•The contracts that Coursera offers also contain suggestions for the following monetization
strategies:
–Certification (students pay for a badge or certificate)
–Secure assessments (students pay to have their examinations invigilated
–(proctored)
–Employee recruitment (companies pay for access to student performance
–records)
–Applicant screening (employers/universities pay for access to records to
–screen applicants)
–Human tutoring or assignment marking (for which students pay)
–Selling the MOOC platform to enterprises to use in their own training courses
–Sponsorships (3rd party sponsors of courses)
–Tuition fees
(see e.g. http://www.gilfuseducationgroup.com/coursera-will-profit-from-free-courses)
36. Funding
•Another income source would be to sell courses to other higher education institutions, enabling them to lower costs or to make their study programmes more attractive
•There are also approaches under discussion where courses would remain free for individuals, but companies using them for staff development would have to pay.
•Up to now Moocs providers offered courses for free, and did not generate any revenue. Now some of them are under fee.
•However, it has now been announced that some providers will offer certification for a moderate fee and also start offering fee-based courses in the course of this year
37. Moocs
Student profile
•40% of participants signed up because they were curious about the topic
•30% wanted to sharpen skills
•only 18% were aiming at a better job
•14 – 74 years old
Dropout
•Of 104,000 students who enrolled in the 2011 online machine- learning class which was an earlier version of the later Coursera course,
•46,000 submitted at least one assignment (44 %)
•20,000 completed a substantial portion of the course (19 %)
•and 13,000 (12.5 %) passed