The Keys to Happiness: The Emerging Science and the Upcoming MOOC by Raj Raghunathan

Psy­chol­o­gy has made many advances in the past few decades, notably in cog­ni­tive sci­ence, neu­ro­science, and behav­ioral psy­chol­o­gy. A major new focus area in psy­chol­o­gy that draws upon these dis­ci­plines start­ed in 1998 when Mar­tin Selig­man, then pres­i­dent of the Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion, called on his col­leagues to start study­ing hap­pi­ness, rather than ill­ness­es, the tra­di­tion­al focus of psy­chol­o­gy. The result was an explo­sion of research, aca­d­e­m­ic depart­ments, and pop­u­lar books and the cre­ation of a new field of ‘pos­i­tive psy­chol­o­gy’. It is this field that Dr. Raj Raghu­nathan stud­ies, and he pas­sion­ate­ly teach­es his stu­dents about the sci­ence of hap­pi­ness at the McCombs School of Busi­ness  at the Uni­ver­si­ty of Texas at Austin. He also writes a blog col­umn for Psy­chol­o­gy Today. This sum­mer, Raghu­nathan, who is cur­rent­ly vis­it­ing pro­fes­sor at the Indi­an School of Busi­ness, will be offer­ing his MOOC, A Life of Hap­pi­ness and Ful­fill­ment, to the pub­lic on the Cours­era plat­form.

It may be sur­pris­ing that a course on hap­pi­ness is being offered in busi­ness school, the sup­posed fac­to­ry of bud­ding ruth­less cap­i­tal­ists. How­ev­er, times are chang­ing, and enlight­ened busi­ness schools can be a good set­ting to think about the social and eco­nom­ic means and ends in our cur­rent soci­ety. In fact, it was a busi­ness con­text which steered Raghu­nathan towards study­ing hap­pi­ness in the first place:

When I vis­it­ed India in 2007 I met up with my class­mates from 15 years ago and I dis­cov­ered two things. One, there’s very lit­tle cor­re­la­tion between aca­d­e­m­ic suc­cess and career suc­cess. The peo­ple who were at the top weren’t nec­es­sar­i­ly the ones who were doing well in their careers, which is, of course, quite well known in the research. But sec­ond, there was an even small­er cor­re­la­tion between career suc­cess and life suc­cess. The guys who were real­ly suc­cess­ful weren’t able to main­tain a con­ver­sa­tion with me and weren’t able to be present, they were con­stant­ly dis­tract­ed. They had bags under their eyes, had put on weight, and it was clear that they weren’t very hap­py.

Fast for­ward and you find Raghu­nathan, after obtain­ing a PhD at New York Uni­ver­si­ty, a tenured fac­ul­ty mem­ber at the McCombs School of Busi­ness, a top-20 U.S. busi­ness school, teach­ing stu­dents about hap­pi­ness. There are only a few tenure-track pro­fes­sors in the coun­try teach­ing a whole course on hap­pi­ness in U.S. busi­ness schools, so Raghu­nathan has been a trail­blaz­er. It is also a great tes­ta­ment to the Indi­an School of Busi­ness, a pre­mier busi­ness pro­gram in a rapid­ly indus­tri­al­iz­ing coun­try, that this sub­ject was cho­sen to be their first MOOC offer­ing in its new part­ner­ship with Cours­era.

Hap­pi­ness Sci­ence vs. the Wis­dom Lit­er­a­ture

As peo­ple have been con­cerned with hap­pi­ness from before the dawn of civ­i­liza­tion, we’ve had many sources to turn to with regard to hap­pi­ness: intu­ition, tra­di­tion, rea­son, but most­ly, reli­gious and spir­i­tu­al wis­dom. Now sci­ence has recent­ly added a new dimen­sion to our under­stand­ing. We can see, for exam­ple, which parts of the brain are active dur­ing dif­fer­ent emo­tion­al states, and under­stand bet­ter the role of neu­ro­trans­mit­ters, such as sero­tonin and dopamine. One very con­ve­nient, prac­ti­cal result for psy­chol­o­gy is that these changes in brain states are large­ly cor­re­lat­ed with self-report­ed answers of how hap­py peo­ple feel—so hap­pi­ness is fair­ly straight­for­ward to mea­sure (you can take a 20-minute hap­pi­ness test here if you are inter­est­ed). So what have we found out about hap­pi­ness? It turns out that many of the find­ings sup­port the religious/spiritual view­points. For exam­ple:

  • Mon­ey can­not buy you hap­pi­ness, unless you’re poor. Robust sur­veys among a broad array of peo­ple across coun­tries indi­cate that beyond a cer­tain thresh­old, peo­ple do not report being hap­pi­er. Specif­i­cal­ly, in the U.S., Daniel Kah­ne­man and Angus Deaton found through a robust sur­vey of 450,000 Amer­i­cans that once peo­ple reach an income thresh­old of around $75,000 per year, they tend not to be any hap­pi­er.
  •  Car­ing for oth­ers is one of the most impor­tant things you can do. Anoth­er spe­cif­ic find­ing that the sci­ence brings us is the val­ue of altru­ism. Stud­ies have shown, for exam­ple, that when giv­en a small sum of mon­ey, the peo­ple who give it to oth­ers, rather than spend­ing it on them­selves, actu­al­ly report being hap­pi­er. Raghu­nathan also adds that being altru­is­tic does­n’t have to mean being bor­ing, and he has his class­es exper­i­ment with fun ways to be altru­is­tic.

These find­ings are sim­i­lar to the teach­ings of many wis­dom tra­di­tions, but they also give more specifics and pro­vide insight into the under­ly­ing mech­a­nisms involved. These can result in prac­ti­cal sug­ges­tions and tips for man­ag­ing our­selves bet­ter through set­ting up help­ful habits, mind­sets, and trig­gers. But a puz­zling ques­tion has emerged: why do we often not pur­sue what we sup­pos­ed­ly want?

The Fun­da­men­tal Hap­pi­ness Para­dox

There is a phe­nom­e­non that most of us will prob­a­bly rec­og­nize, which Raghu­nathan calls the Fun­da­men­tal Hap­pi­ness Para­dox: we want to achieve hap­pi­ness, but often pur­sue things that clear­ly don’t lead to it. Raghu­nathan elab­o­rates:

On the one hand peo­ple think hap­pi­ness is very, very impor­tant to them, so there­fore you would think that they ought to be mak­ing deci­sions are con­sis­tent with that, but when we observe their deci­sions, a good 50–60 per­cent of the time they are sac­ri­fic­ing hap­pi­ness for the sake of oth­er things as they go about their dai­ly lives, in lit­tle small ways, and even in big ways.

The prob­lem is that we pur­sue hap­pi­ness through var­i­ous means, such as mon­ey, sta­tus, esteem, or health, but we some­times over­ly fix­ate on these means rather than the ends. As a soci­ety we do rec­og­nize this on some level—think of all the movies and tele­vi­sion shows that end with the pro­tag­o­nists real­iz­ing what’s real­ly impor­tant to them. Yet, it tells you some­thing if we keep hav­ing to remind our­selves about this con­stant­ly and repet­i­tive­ly in our cul­tur­al sto­ries. Psy­chol­o­gy has already explained why we eat the last few Chee­tos in a bowl, and in the future may help explain this mys­tery of why we don’t pur­sue our hap­pi­ness as direct­ly as we could.

Hap­pi­ness Comes in Threes

The Three Pil­lars of Hap­pi­ness

So what should we do to pur­sue hap­pi­ness? Raghu­nathan groups the research find­ings into three main pil­lars:

  1. Pur­sue mean­ing­ful work – Try to spend your ener­gy in ways that are mean­ing­ful to you, at work or at home. Mihaly Csik­szent­mi­haly has pop­u­lar­ized the notion of “flow”, those times when we are doing some­thing that so ful­ly absorbs our atten­tion that we lose track of time (I guess I must be in “flow” when­ev­er I’m watch­ing Grey’s Anato­my…). From a career stand­point, Raghu­nathan rec­om­mends mak­ing pas­sion a cri­te­ri­on for choos­ing your work: “you spend so much time at work you might as well make that a mean­ing­ful thing that you are doing in your life”. Per­haps this is not fea­si­ble for every­one at every point in their career, but it is sure­ly a sound guid­ing prin­ci­ple, as it has been echoed by Steve Jobs, Thore­au, Glo­ria Este­fan, and oth­ers.
  2. Main­tain close rela­tion­ships – Most peo­ple, upon reflec­tion, con­sid­er the rela­tion­ships they’ve devel­oped with fam­i­ly, friends, col­leagues, and oth­ers to be the most mean­ing­ful part of their lives. How­ev­er, we often don’t place a high pri­or­i­ty on build­ing or main­tain­ing these. Rela­tion­ships are like invest­ments that require time and atten­tion, and they are bonds that rep­re­sent com­mit­ments and expec­ta­tions, yet we are quick to down­play or dis­miss them. Social sci­ence offers tips and prac­ti­cal sug­ges­tions for improv­ing rela­tion­ships, such as: giv­ing your brain a cool­ing off peri­od when you are angry, see­ing for­give­ness as an inte­gral part of free­ing up your own mind, and cul­ti­vat­ing face-to-face time in our mobile con­nect­ed world.
  3. Have a spir­i­tu­al atti­tude – A strong sense of spir­i­tu­al­i­ty, whether reli­gious­ly or oth­er­wise sourced, has been asso­ci­at­ed with reduced stress lev­els, and we know we can’t be hap­py when we are over-stressed. There is also grow­ing evi­dence that med­i­ta­tion prac­tices have ben­e­fi­cial effects. In fact, in the MOOC, Raghu­nathan will have a cou­ple of experts lead­ing par­tic­i­pants through the steps of the med­i­ta­tion process.

Do these three pil­lars reveal any shock­ing sur­pris­es? No, and thank­ful­ly not–otherwise it would be a dec­la­ra­tion that pre­vi­ous gen­er­a­tions had missed the boat on under­stand­ing hap­pi­ness (though Raghu­nathan points out that few spir­i­tu­al tra­di­tions empha­size the first pil­lar –pur­su­ing mean­ing­ful work). Rather, the con­tri­bu­tion of sci­ence is in the details. We start to see what cog­ni­tive dri­vers and bar­ri­ers to hap­pi­ness are. From this under­stand­ing comes evi­dence-based tech­niques and frame­works we can use to help our­selves con­struct hap­pi­er lives.

There is some seri­ous research on hap­pi­ness, and it has the poten­tial to direct­ly impact our lives. Whether you are in busi­ness school or high school, on the farm or in city hall, in a cubi­cle or at a retire­ment home—why wouldn’t you want to know more about what makes us hap­py? And you have the oppor­tu­ni­ty to be guid­ed by Dr. Raghu­nathan by sign­ing up for his free MOOC: A Life of Hap­pi­ness and Ful­fill­ment, which starts this sum­mer.

Char­lie Chung is pas­sion­ate about the inter­sec­tion of learn­ing and tech­nol­o­gy. He is Chief Edi­tor at Class Cen­tral, a MOOC search engine and reviews site. Spe­cial thanks to Raj Raghu­nathan, who agreed to be inter­viewed for this arti­cle, the Indi­an School of Busi­ness, and Cours­era.

Kapow! Stan Lee Is Co-Teaching a Free Comic Book MOOC, and You Can Enroll for Free

“Why did super­heroes first arise in 1938 and expe­ri­ence what we refer to as their ‘Gold­en Age’ dur­ing World War II?” “How have com­ic books, pub­lished week­ly since the mid-1930’s, mir­rored a chang­ing Amer­i­can soci­ety, reflect­ing our mores, slang, fads, bias­es and prej­u­dices?” “Why was the com­ic book indus­try near­ly shut down in the McCarthy Era of the 1950’s?” And “When and how did com­ic book art­work become accept­ed as a true Amer­i­can art form as indige­nous to this coun­try as jazz?”

All of these ques­tions … and more … will be explored in an upcom­ing MOOC (Mas­sive Open Online Course) co-taught by the leg­endary com­ic book artist, Stan Lee. He will be joined by experts from the Smith­son­ian, and Michael Uslan, the pro­duc­er of the Bat­man movies who’s also con­sid­ered the first instruc­tor to have taught an accred­it­ed course on com­ic book folk­lore at any uni­ver­si­ty.

The course called The Rise of Super­heroes and Their Impact On Pop Cul­ture will be offered through edX, start­ing on May 5th. You can enroll in the course for free today.

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. Or fol­low our posts on Threads, Face­book, BlueSky or Mastodon.

If you would like to sup­port the mis­sion of Open Cul­ture, con­sid­er mak­ing a dona­tion to our site. It’s hard to rely 100% on ads, and your con­tri­bu­tions will help us con­tin­ue pro­vid­ing the best free cul­tur­al and edu­ca­tion­al mate­ri­als to learn­ers every­where. You can con­tribute through Pay­Pal, Patre­on, and Ven­mo (@openculture). Thanks!

Relat­ed Con­tent:

Down­load Over 22,000 Gold­en & Sil­ver Age Com­ic Books from the Com­ic Book Plus Archive

Free Com­ic Books Turns Kids Onto Physics: Start With the Adven­tures of Niko­la Tes­la

Down­load 15,000+ Free Gold­en Age Comics from the Dig­i­tal Com­ic Muse­um

Read Mar­tin Luther King and The Mont­gomery Sto­ry: The Influ­en­tial 1957 Civ­il Rights Com­ic Book

Down­load Pink Floyd’s 1975 Com­ic Book Pro­gram for The Dark Side of the Moon Tour

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80 Massive Open Online Courses Getting Started in April: Enroll in a MOOC Today

We’re see­ing about 80 MOOCs get­ting start­ed in April. It’s a far cry from the 180 that got under­way in Jan­u­ary. But still not bad. You can vis­it our com­pre­hen­sive list of MOOCs here and find a course that speaks to you. Some of the ones that caught our eye include:

Don’t miss any­thing from Open Cul­ture in 2014. Sign up for our Dai­ly Email or RSS Feed. And we’ll send cul­tur­al curiosi­ties your way, every day.

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Harvard’s Free Computer Science Course Teaches You to Code in 12 Weeks

At the begin­ning of last year, we wrote about CS50, Harvard’s Intro­duc­to­ry Com­put­er Sci­ence course, taught by Pro­fes­sor David Malan. Today, we bring you the updat­ed ver­sion of the class, filmed through­out the past semes­ter at Har­vard. Why revis­it an updat­ed ver­sion of the same class a year lat­er? For one thing, the mate­r­i­al has been updat­ed. And, as you can tell by the rous­ing recep­tion Malan receives from the audi­ence at the start of the first lec­ture (above), Malan is kind of a big deal. From his open­ing boom of “This is CS50,” Malan imme­di­ate­ly comes off as an unusu­al­ly charis­mat­ic pro­fes­sor. He offers what might just be the most engag­ing online class you’ve ever seen.

So what does this charis­mat­ic com­put­er sci­en­tist cov­er over three months? An impres­sive­ly large amount of infor­ma­tion about cod­ing. Malan builds the course from the ground up, and begins by describ­ing how tran­sis­tors are employed to trans­mit infor­ma­tion with­in com­put­ers. From then on, he out­lines a vast amount of com­put­er sci­ence in high­ly acces­si­ble lan­guage. This will almost undoubt­ed­ly be the clear­est pre­sen­ta­tion of top­ics like “com­mand-line argu­ments,” “cryp­tog­ra­phy,” and “dynam­ic mem­o­ry allo­ca­tion” that you’re like­ly to hear.

The class videos are avail­able on iTune­sU, YouTube, and in audio, 1080p HD video, and text tran­script form on a crisp course web­site. The course may also be accessed through edX, Har­vard and MIT’s MOOC plat­form, which allows users to receive a cer­tifi­cate upon com­ple­tion. It’s easy to tell that Malan and his team have gone above and beyond the require­ments of cre­at­ing a help­ful intro­duc­tion to com­put­er sci­ence. They deliv­er an astound­ing­ly easy-to-grasp primer on a daunt­ing top­ic.

For oth­er Comp­Sci class­es taught by David Malan, check out our list of Free Com­put­er Sci­ence cours­es, part of our larg­er list, 1,700 Free Online Cours­es from Top Uni­ver­si­ties.

Ilia Blin­d­er­man is a Mon­tre­al-based cul­ture and sci­ence writer. Fol­low him at @iliablinderman, or read more of his writ­ing at the Huff­in­g­ton Post.

Relat­ed Con­tent:

Com­put­er Sci­ence: Free Cours­es

Codecademy’s Free Cours­es Democ­ra­tize Com­put­er Pro­gram­ming

Learn to Build iPhone & iPad Apps with Stanford’s Free Course, Cod­ing Togeth­er

 

The President of Northwestern University Predicts Online Learning … in 1934!

1934 predictions

One of our most pop­u­lar posts this year cen­tered around a pre­scient set of pre­dic­tions that Isaac Asi­mov made for 2014, way back in 1964. Asi­mov, how­ev­er, wasn’t the only one whose vision of the future seems to have been real­ized.

The web site Pale­o­fu­ture fea­tures a 1934 issue of Every­day Sci­ence and Mechan­ics mag­a­zine, where North­west­ern Uni­ver­si­ty pres­i­dent Wal­ter Dill Scott made some far­sight­ed pro­nounce­ments of his own. Scott believed that the phys­i­cal col­lege cam­pus would no longer need to be a lynch­pin for edu­ca­tion, and that stu­dents could learn by way of radio and pic­tures. Fax machines and tele­vi­sions would allow stu­dents to access lec­ture mate­ri­als world­wide, and ensure that researchers could con­duct their research remote­ly. He also fig­ured that we’d all end up com­mut­ing by planes. Every­day Sci­ence and Mechan­ics wrote:

The uni­ver­si­ty of twen­ty-five years from now will be a dif­fer­ent look­ing place, says Pres­i­dent Scott of North­west­ern. Instead of con­cen­trat­ing fac­ul­ty and stu­dents around a cam­pus, they will “com­mute” by air, and the uni­ver­si­ty will be sur­round­ed by air­ports and hangars. The course will be car­ried on, to a large extent, by radio and pic­tures. Fac­sim­i­le broad­cast­ing and tele­vi­sion will enlarge great­ly the range of a library; and research may be car­ried on by schol­ars at great dis­tances.

Air­ports and hangars aside, Scott’s con­jec­tures hit pret­ty close to home. While fax machines and radio may have been sup­plant­ed by the Inter­net, the essence of our edu­ca­tion­al advance­ments is the same: uni­ver­si­ty stu­dents can often lis­ten to lec­tures and com­plete assign­ments online, spend­ing only a few short face-to-face hours in the class­room. Oth­er times, class­es may be whol­ly avail­able online, and stu­dents may nev­er step foot on cam­pus alto­geth­er. Schol­ars, too, can trawl through data­bas­es like JSTOR and PsycIN­FO with­out get­ting out of bed, con­duct­ing research as they trav­el.

In fact, today almost any­one can have access to uni­ver­si­ty knowl­edge. Feel like tak­ing a Tech­nol­o­gy Entre­pre­neur­ship class offered by Stan­ford, or learn about Walt Whit­man, cour­tesy of The Uni­ver­si­ty of Iowa? Noth­ing sim­pler! Mas­sive Open Online cours­es (MOOCs) are pro­lif­er­at­ing, and you can down­load audio & video lec­tures from top tier uni­ver­si­ties. Vis­it our col­lec­tion of 825 Free Online Cours­es to see what we mean.

In the end, it’s a good thing Scott was right. Oth­er­wise, there’d be no Open Cul­ture.

via Pale­o­fu­ture

Ilia Blin­d­er­man is a Mon­tre­al-based cul­ture and sci­ence writer. Fol­low him at @iliablinderman.

Relat­ed Con­tent:

Isaac Asi­mov Pre­dicts in 1964 What the World Will Look Like Today — in 2014

Arthur C. Clarke Pre­dicts the Future in 1964 … And Kind of Nails It

Wal­ter Cronkite Imag­ines the Home of the 21st Cen­tu­ry … Back in 1967

The Inter­net Imag­ined in 1969

Mar­shall McLuhan Announces That The World is a Glob­al Vil­lage

MOOC Providers Take Flight in Britain and Germany: Introducing Future Learn and Iversity

They may be a lit­tle late to the MOOC par­ty, but two new­ly-launched Euro­pean open course plat­forms might still be able to carve out a niche.

Cours­era and edX, the two main play­ers in the US at this point, have been up and run­ning for almost 18 months. And although both ven­tures have a long list of inter­na­tion­al part­ners, the ris­ing cost of high­er edu­ca­tion is build­ing inter­est in MOOCs in Europe and the UK. The founders of new Euro­pean plat­forms  — Future Learn in the UK, and iver­si­ty in Ger­many — are bet­ting they can still make head­way in an increas­ing­ly crowd­ed mar­ket.

A sub­sidiary of the British Open Uni­ver­si­ty, Future Learn is in its beta stage, but it’s already boast­ing part­ner­ships with uni­ver­si­ties across Britain, Ire­land, and Aus­tralia. And come this Novem­ber, it will be rolling out cours­es across mul­ti­ple dis­ci­plines. Take for exam­ple:

Mean­while Berlin-based start­up iver­si­ty recent­ly relaunched itself as a MOOC plat­form. This week, iversity’s first six cours­es begin. Four are in Ger­man and two are in Eng­lish: Con­tem­po­rary Archi­tec­ture and Dark Mat­ter in Galax­ies. A total of 115,000 stu­dents are cur­rent­ly enrolled.

Future Learn and iver­si­ty both seem to be aimed at audi­ences who are rel­a­tive­ly new to the MOOC con­cept. Both sites take care to explain what MOOCs are in very sim­ple terms—which may be a smart strat­e­gy for busi­ness­es set­ting out to con­vince Europe and Britain that the MOOC trend is for real.

You can find all cours­es by Future Learn and iver­si­ty list­ed in our big col­lec­tion of 600+ MOOCs from Top Uni­ver­si­ties.

Relat­ed Con­tent:

Mas­sive Open Online Cours­es (MOOCs) Go Inter­na­tion­al

625 Free MOOCs from Great Uni­ver­si­ties (Many Offer­ing Cer­tifi­cates)

The Big Prob­lem for MOOCs Visu­al­ized

Kate Rix writes about dig­i­tal media and edu­ca­tion. 

Google & edX to Create MOOC.Org: An Open Source Platform For Creating Your Own MOOC

mooc org

Almost exact­ly a year ago, we told you about Google’s release of Course Builder, an open source plat­form that would let you build your own online courses/MOOCs for free. This week, Google has a new announce­ment: it’s join­ing forces with edX, (the MOOC provider led by Har­vard and MIT), to work on a new open source plat­form called MOOC.org. The new ser­vice will go live in the first half of 2014. And it will allow “any aca­d­e­m­ic insti­tu­tion, busi­ness and indi­vid­ual to cre­ate and host online cours­es.” This will give inno­v­a­tive edu­ca­tors the oppor­tu­ni­ty to put a MOOC online with­out nec­es­sar­i­ly mak­ing a steep invest­ment in a course. (When added all up, the costs can oth­er­wise be enor­mous.) If MOOC.org sounds of inter­est to you, you can put your name on a wait­ing list, and they’ll con­tact you when the ser­vice launch­es next year.

Mean­while, let me men­tion that 125 MOOCs will be launch­ing between now and the end of Octo­ber. To see a full list, vis­it or our col­lec­tion of 625 MOOCs/Certificate Cours­es from Great Uni­ver­si­ties. You’ll find many inter­est­ing titles on the list — His­to­ry of Chi­nese Archi­tec­ture: Part 1Søren Kierkegaard – Sub­jec­tiv­i­ty, Irony and the Cri­sis of Moder­ni­ty; Dark Mat­ter in Galax­ies: The Last Mys­tery, and Explor­ing Engi­neer­ing, just to name a few. If you have ques­tions about what MOOCs are all about, please see our new MOOC FAQ.

via The Chron­i­cle of High­er Ed

Relat­ed Con­tent:

Google Releas­es “Course Builder,” an Open Source Plat­form for Build­ing Your Own Big Online Cours­es

Har­vard and MIT Cre­ate EDX to Offer Mas­sive Open Online Cours­es (MOOCs) World­wide

Stephen Col­bert Tries to Make Sense of MOOCs with the Head of edX

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Stephen Colbert Tries to Make Sense of MOOCs with the Head of edX

Last week Anant Agar­w­al, Pres­i­dent of edX (the MOOC con­sor­tium launched by Har­vard and MIT), paid a vis­it to The Col­bert Report. And it did­n’t take long for the host, the one and only Stephen Col­bert, to ask fun­ny but unmis­tak­ably prob­ing ques­tions about the advent of Mas­sive Open Online Cours­es. “I don’t under­stand. You’re in the knowl­edge busi­ness in a uni­ver­si­ty. Let’s say I had a shoe store, ok, and then I hired you to work at my shoe store. And you said, ‘Hey, I’ve got a great idea! Let’s give the shoes away for free.’ I would fire you and then prob­a­bly throw shoes at your head.” In oth­er words, why would uni­ver­si­ties dis­rupt them­selves and give edu­ca­tion away at no cost? Where’s the san­i­ty in that?  If you have five min­utes, you can watch Agar­wal’s response and get a few laughs along the way. And if you’re ready to take a MOOC, then dive into our col­lec­tion of 550 Free MOOCs from Great Uni­ver­si­ties. 120 new cours­es will be start­ing in August and Sep­tem­ber alone.

via The Har­vard Crim­son

Relat­ed Con­tent:

Stephen Col­bert Talks Sci­ence with Astro­physi­cist Neil deGrasse Tyson

Stephen Col­bert Dish­es Out Wis­dom & Laughs at North­west­ern

Har­vard and MIT Cre­ate EDX to Offer Mas­sive Open Online Cours­es World­wide

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