|Screenshot of MITx 6.002x Courseware|
Piotr Mitros was introduced as the lead software designer for MITx, and the user experience provided within the site really shines. The rather voluminous textbook is fully available within the site (apparently rendered as an HTML 5 canvas), and renders beautifully on a laptop as well as tables such as the Kindle Fire. In fact, the textbook was actually easier to read on a Kindle Fire than Amazon's own e-books. Lectures are interspersed with interactive exercises that ask you to submit answers to key concepts presented throughout the hour-long video series.
Learning is provided through a number of facets. "Tutorials" are given in laboratory format, where one of the MIT professors walks through a live-action example of things such as the KCL rule or Ohm's Law. This hands-on style serves to underscore the series of lectures, given two per week, in a format that mirrors a classroom. Unlike the classroom however, you must respond to the open questions the prof asks of the class. A video lecture segment may proceed for 90 seconds and then halt until you respond to an open question that builds upon preceding concepts. The web application itself was built to have a natural flow of textbook -> lecture -> examples, however often links for the text pointed to a wildly incorrect chapter. Links are also provided to the open (albeit loosely moderated) discussion forum where students posit solutions and questions amongst themselves.
For as many ways to learn the material as MITx offers, it is often difficult to navigate the course itself. I was often lost trying to understand the sequence professors wished us to follow - should we read Chapter 2 first, then the lectures, then the labs? Often I would be deep in a lecture series, get completely lost and only later find we were halfway through a chapter within the text. I didn't even discover the importance of the poorly named "tutorials" (they're more akin to lab lectures) until very late in the game. There were also several algebraic errors made throughout the lecture and even within the text... and for someone such as myself who already had a fragile grasp of the subject matter, it could get frustrating to find out the error only later in the discussion forums.
The MITx platform is amazing - I can easily see it becoming the standard for online courseware going forward. If they open-sourced the stack, it could very well lead to an explosion of education opportunities to the lay audience. As far as MIT's 6.002x... the pace was just far too intense for me. I already work 60+ hour days, and the extra 10 wasn't feasible.
|Screenshot of Coursera's Game Theory Lectures|
Coursera is a bit more low-key than MITx. A simple list of video lectures are provided, a discussion forum, quizzes / problem sets and... that's about it. A 90-ish page textbook is available for $5 from a separate publisher, but is not key to completing the assignments. Contrast that to 6.002x where there was generally 100-150 pages of reading a week, and you get an idea of how different the scope is. If 6.002x requires 1-2 hours a day, Game Theory requires 15-30 minutes a day.
There are some similarities between MIT and Stanford's approaches. Just like MITx, Coursera injects comprehension exercises within the video lecture stream. However, instead of being an HTML form the exercises are displayed as Flash forms within the video player itself. On one hand this is a bit more streamlined an experience, on the other hand you lose a lot of interactivity and features. One major annoyance was that exercises can sneak up... and often I want to rewind 30 seconds to make sure I understood the key concepts being asked. However, backing up from an exercise causes a 30-60 delay in the player while it re-buffers video (or somethin'). Backing up often takes the entire lecture off the rails.
One thing Stanford is doing well is that there are weekly Screenside (read: Fireside) Chats where the professors provide an open forum to ask questions. This shows a great level of dedication by the professors offering the class, and I applaud that level of interactivity especially when there are so many students enrolled for a free course. On occasion associate instructors for MITx would answer questions, but there was no regular schedule.
The very fact that I'm contrasting freely available, online courses I'm taking from both Stanford and MIT is enough to make me flip my lid. To have such staples of industry like MIT 6.002 or Stanford's vast catalog of courses open to the general public can make you excited about what the future holds. If MIT were to open their courseware platform and if stellar CompSci foundations like Stanford continued to offer a battery of courses on such interactive foundations we would have an entirely new workforce of software engineers on our hands.