Saberi and co-founder Farnaz Ronaghi, both natives of Iran, started NovoEd in January 2013. The online learning platform that integrates elements of social media was originally developed as an in-house Stanford program called Venture Lab.
NovoEd was originally a Stanford operation called Venture Lab that allowed faculty to put classes online with a platform designed for team projects and collaboration. In January, Saberi took a leave of absence from the university to launch the company with co-founder Farnaz Ronaghi, who was a Ph.D student. “There was so much demand from the outside,” Saberi, a Stanford management and engineering science professor who built the platform over several weekends in 2012, told me. “We also had such rapid growth within Stanford that there was no choice but to spin out.”
The company is backed by Costanoa Ventures, Foundation Capital, Kapor Capital, Learn Capital, Maveron, Ulu Ventures and a number of angel investors. The amount of capital raised is not yet public. Previous online education startups born out of Stanford, Coursera and Udacity, raised $22 million and $21 million, respectively, when they turned their Massive Open Online Courses (MOOCs) into independent companies.
NovoEd aims to support collaboration among students. Co-founder and CEO Amin Saberi says that it doesn’t matter how many people are part of the lecture aspects of classes but the sweet size for collaborative groups is between 4 and 10 people. Completion rates on NovoEd have been relatively speaking high: 17% of the students who sign up complete a class (and half of those who finish the first assignment also finish the class.)
Since it debuted earlier this year, NovoEd reports that 458,600 students (in 152 countries) have taken its classes. More interesting: NovoEd says that 56,190 project teams have been formed and that they’ve created about 1,500 businesses (or at least a marketing page and pitch deck) via NovoEd.
NovoEd is also using the data generated by students’ activities to both help match them with the most suitable teammates–and most intriguingly–to improve the assessments of their work. “If you have a submission from a certain [person’s] profile, who would be the right person to match the assignments so they can give the ‘most accurate’ evaluation and feedback,” Saberi says. By “most accurate,” Saberi means an evaluation that most closely corresponds to what the professor (or say, the professor and a small number of top assistants) would be likely to give.
NovoEd offers a mixture of free and fee-based programs. (NovoEd splits any revenue with the course provider). Students can earn certificates of accomplishment.
Click Here to view the courses offered by NovoEd.
NovoEd, the Menlo Park-based massive online course program that aims to support social learning, is debuting on August 15 2013 an online entrepreneurship program. Supporting schools are big names in the business school world including Stanford University, Babson College (which has consistently topped the US News & World Report list of “entrepreneurship education” since 1995) and the Kauffman Fellows Academy among others. The program debuts with more than a dozen courses, including “Technology Entrepreneurship” offered in English, Mandarin, and Spanish by Stanford’s Chuck Eesley. Notable by his absence is Stanford’s Steve Blank, who offers his own “How to build a startup” class over at Udacity.
Here is the partial list of courses offered by NovoEd
- Opportunity and Entrepreneurship
- Technology Entrepreneurship Part 1
- Technology Entrepreneurship Part 2
To know more about the courses offered by NovoEd- Click Here
Taught by longtime Wharton professor Kenneth Shropshire, the online course is modeled after the popular Sports Ventures & Social Impact course that has been offered to Wharton undergrads and MBAs for years. It covers the business angles of such concepts as player salaries, unions, sports agents, stadiums and arenas, and media rights.
To Shropshire, taking the course online is an exciting prospect. “It is a new frontier, and it reaches such a broad audience in terms of both numbers and demographics,” he says. “It is exciting both to prepare the course with that in mind and to contemplate the feedback.” As of Friday, more than 20,000 individuals had signed up for the seven-week course. The large number and diversity of students is a major consideration for Shropshire in how he approaches teaching the online course, especially considering that the traditional in-class offering at Wharton has a student count of only about 60. “That’s part of the challenge,” he says. “To be able to deliver material that is democratic in terms of accessibility in both substance and level.”
According to the school, the online course will include weekly videotaped lectures featuring Shropshire describing various sports business concepts and illustrating them with real-world case studies involving the NFL, NBC Sports, and the FIFA World Cup. Additionally, a few of the lectures will include interviews with leading stakeholders in the industry
In the wake of massive successes in numbers and pro-interest in open access online courses studying comics and graphic novels both in the US and UK, the University of Colorado is gearing up for its own MOOC (massive open online course) starting on September 23rd with space for unlimited numbers. The Comics and Graphic Novels Course will explore the “governing question”: “by what terms can we discuss comic books as literary art?” The workload is set at 3-4 hours of work for students per week and will run for 7 weeks. Professor William Kuskin of University of Colorado, Boulder, who has been heavily involved in promoting the study of comics for some time, will teach the course. Remarkably, the Coursera hosted program is free to all who wish to sign up and there are no purchases required in terms of comics, though students may want to buy the comics anyway.
Mooc stands for a massive open online course.
It is an online course aimed at large-scale participation and open access via the internet
They are similar to university courses, but do not tend to offer academic credit
A number of web-based platforms – including edX, Coursera and Udacity – supported by top universities and colleges offer Moocs in a wide range of subjects.
Former US President Bill Clinton said recently the higher education industry needs to undergo a “dramatic change”.
“I think the only sustainable answer is to find a less expensive delivery system,” he said.
The Mooc could just be the answer. The question is, at what cost?
Click here to read more.
According to a survey of participants in courses on the Canvas Network,
- 76% students said they signed up because of the topic,
- 75% because it was free,
- 61% for professional development, and
- 44% because they wanted to find out what MOOCs are all about.
- It turned out that 72% of those who enrolled were themselves professional educators.
Students who enroll in massive open online courses (MOOCs) enroll mostly out of sheer interest in the topic, and when they don’t finish it’s often because life got in the way. The survey, conducted in May and June, polled 1,834 people from the Canvas Network registration database, including 696 who had just enrolled and 1,138 who had completed MOOC courses.
Although not a major motivation at time of enrollment, the study did find that credentials or college credit could increase MOOC completion rates. About two-thirds of respondents said they would be more likely to complete a MOOC that offered a certificate or transferable college credit. About 10% who didn’t complete noted lack of incentive as the main reason. Although the survey didn’t necessarily capture a representative sampling of all those who dropped out, of those who said they did not complete a MOOC, 68% said they got too busy and 20% said they lost interest. “Time is a very valuable commodity, and things do come up. When the course is electronic or virtual, it’s easier to walk away than it would be from an in-person engagement.”
The study also found that only 60% of incoming students planned to participate in MOOC discussion forums, but 72% of those who completed the course wound up engaging in online discussions. Students who were highly engaged in discussions were six times more likely to complete a course, according to the survey. Of the incoming students, 30% had taken a MOOC previously, most commonly with Coursera (81%), followed by another Canvas Network course (36%), an edX course (22%) or one from Udacity (20%). Many were building on prior higher education, meaning a four-year degree (19%), a master’s (37%) or a doctoral degree (11%).
“They tend to be lifelong learners or people who have advanced degrees already,” said Misty Frost, Instructure’s VP of marketing. “They’re people who are interested in learning — and interested in learning interesting things.” If they find that the material is not interesting, it’s easy enough for them to drop the course, she said. Perhaps that’s why the Canvas Network’s number-one course is one on “Gender Through Comic Books.” “It has that edutainment value,” Frost said. Instructure worked with Qualtrics to poll students in an effort to better understand what attracts MOOC students. The LMS provider is in the MOOC business to support its customers who want to experiment with the medium, she said.
Let your platter not be more full than what you could take in. Take 1 or 2 courses at a time.
Have a fixed study time just as like we have it the universities ans stick to the schedule. Most of these courses demand 5-7 hours a week. Don`t watch all the 5 lectures at one single stretch. Watch only one video per day and understand the indent of it.
Take notes as you watch the lecture. Pay utmost attention to the lecture as you would do in a traditional course. Sign out from G talk, Facebook and all the other distracting features such as ad`s in the sidebar. Keep all browser tabs closed except the one that is needed. Needless to say, avoid distractions at home/office and keep your cell phone in silent mode.
Participate in the discussion forums. Involve yourself in these discussion forums. I made many friends from many countries through the discussion forums. Ask your questions here, answer other students question. Be kind of others. I have seen lot of rude dominating activities in these discussion forums. Refrain from these kinds of activities and keep in mind that the professor keeps a eye on the discussion forums. Discussion Forums are meant to help others, so keep it clean.
Try honestly to solve the assignments. Here is a warning : If you go through the discussion forums, you will find the answers/solution tips, but avoid doing this. Only if you could not answer/dint understand the questions, go to the discussion forums. The objective is learn by doing, not learn by copying.
Tell to your family, friends and colleagues that you are taking a course. Put it up on your social media websites. This makes you accountable and answerable, hence, you would stay focused on completing the course.
Don`t do the course just for the sake of certificate. The certificate is just a piece of paper and has no real value in market or it will not help you get a promotion or increase the value of your resume. So, focus on learning concepts rather than certificate.