Starting Up: ‘Education Trendwheel’ The online educator – Video
Posted: February 24, 2012 at 2:45 pm
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Starting Up: 'Education Trendwheel' The online educator - Video
Introducing Reuniting Raptors – Video
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THE STORY OF Cosmetics (2010) – Video
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Opinion: Online courses next step in education | Column
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I don’t know how orange it is, but you know what’s a pretty big idea? Free online university-level courses over the web. The implications of this medium of education are astounding, and everyone should be extremely excited about it, despite the fact that the potential is largely marginalized by the very institutions who sponsored the idea.
The very first example of open course ware is traced back to 1999 when the University of Tubingen in Germany released videos of lectures online; but the most influential point of origin would have to be when MIT spearheaded its OpenCourseWare initiative, which has released course materials for about 2,000 classes in most major fields and is purported to have benefited and supplemented the education of over 100 million people world-wide. Since then, several other colleges like Stanford and Berkeley have come to the fore with their own ideas about class structure and availability. For example, Stanford makes you pay for degrees and certificates online that cost up to $60,000, but pretty much everyone involved offers the ability to peruse course materials for free without certification or predetermined structure.
But it isn’t just the large institutions that are exploring this new idea. Small teams of motivated and benevolent professors are embracing the golden rule of the Internet that remains so foreign to most businesses: The more free and easy-to-use a quality, in-demand service is, the more it benefits everyone involved. Exclusivity on the Internet is, in general, only for people who don’t want to see their ideas reach their full influence or potential. Be it in the form of unpretentious YouTube videos that keep people coming for the real thing or free online classes that grade and give out certificates for free, the freedom and availability of the Internet is itself a business model — or more generally, a model for success, be that measured in human benefit or money through influence — that slapping on fees and limitations can only diminish.
The sheer potential of the audience itself keeps the threshold for money, influence and change at its maximum (Facebook/Google/everything successful on the Internet that has fundamentally changed culture), and exclusivity tends to lower it — and in general closes the infinite network of doors that is the whole power and appeal of the Internet in the first place. What’s so counter-intuitive about this idea? Everyone can get to Stanford’s courses and seminar’s page online, but how many people are going to pay $995 just to audit one course? Stanford’s got the ease-of-use principle down — the website is a joy to navigate and you can pretty much learn about the commitment you’re making and jump into it in about 10 minutes max of reading and clicking — but structured, no-credit courses at no cost that draw large audiences are supposed to be what this educational movement is about. However, Stanford seems to be adapting to free education as a long-term goal by offering 17 interactive courses online for no cost.
One member of a small team pushing for the progress of free education is Sebastian Thrun, research professor of computer science at Stanford, who was featured in an NPR article on the subject (“Stanford Takes Online Schooling to the Next Level”). Using $200,000 of his own money, he recently founded the website Udacity.com which, I’ll grant them, has the audacity of offering two structured, comprehensive and applied (meaning you’ll actually be learning and using code and stuff) computer science courses that offer final grades, for free, with more to come. Sounds a lot better than taking a computer science course here and being forced to help UT finish paying off their new engineering building by getting $400 slapped gracelessly on your tuition.
I can’t program or code. I’m frankly terrified by the very idea. But I enrolled in the Udacity class and am taking it (you should too), and there’s something wonderfully soothing and freeing about this process. It feels like a world nestled between effective collegiate structure and the romance of autodidacticism. Who needs credit when there’s nothing stopping you from using and applying high-value skills you’ve acquired from some of the finest sources, at no cost? As an American, it’s a direct solution to my watered-down, limited high school experience that didn’t introduce any of these hyper-relevant concepts to me. As an empathetic world citizen, it’s just as direct a solution to the lack of quality global education. As a hypothetical college dean who is both prudent and forward-thinking, I’m more concerned with being a part of the long-term educational conversation than I am with short-term economic paranoias.
— Wiley Robinson is a junior in ecology and environmental studies. He can be reached at rrobin23@utk.edu.
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Opinion: Online courses next step in education | Column
Life Coaching Online, Online Life Coaching – Video
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Justina Vail – What is Life Coaching? – Video
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One on One Coaching with Life Coach Tammy – Video
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As Within-So Without~ Week 3 of 100 Day Coaching Challenge – Video
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Omar's jumping for joy after winning photo competition
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Omar Terywall, of Cambridge, wins the prizes
The News teamed up with BT to find out how you like to stay active in your local park – and what a great response we had!
Readers were asked to send in their pictures as part of the contest which helped promote the free Coaching for Life app.
The winning image was sent in by Omar Terywall, from Fen Ditton.
Omar said: “This shot of me leaping over (and scaring the heck out of) my children was taken by my friend. It was taken on the common by Abbey pool where I play football, frisbee and cricket with the kids . . . and as much as it annoys them, I enjoy power-kiting on my land board.”
The prize was a fantastic new 16GB iPhone 4S and coaching kit. Photos were judged on their artistic merit as well as how they creatively portrayed park-based activities.
Coaching for Life is a free smartphone app available from the iTunes or Android stores at http://www.bt.com/coachingforlife.
It includes 12 activities for indoor or outdoor pursuits and tips about how to improve your coaching style. BT’s Coaching for Life resources are part of Get Set, the official London 2012 education programme for schools and colleges acrossthe UK.
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Omar's jumping for joy after winning photo competition
With retirement looming, Baber concentrates on playoffs
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Deb Baber wants to postpone talking about life after coaching basketball.
The Westside girls head coach, however, knows retirement is rapidly approaching. The 58-year-old will retire after this season, which could end as early as Friday when her Seminoles travel to Westover for the first round of the GHSA Class AAA tournament.
“I’m not going to think about it being over until after (the season ends),” she said. “I’m thinking about it not being the last game.”
Regardless of whether or not that final game comes in Friday or a few weeks later in the Final Four at the Macon Coliseum or somewhere in between, Baber will leave Westside with one of the most impressive and unique coaching résumés in Middle Georgia history.
The Seminoles advanced to two Final Fours under Baber, including a run to the state championship game in 2005, when they lost to Etowah. They made the playoffs in eight of the past nine seasons and won 20 or more games six times since 2004.
“She’s a bulldog out there, a heck of a competitor,” former Westside athletics director and football head coach Robert Davis said.
“She did a great job, putting our program on the map.”
Baber’s road to glory at Westside was anything but a straight one. When she took over the basketball program when the school opened, Baber hadn’t coached basketball in 17 years. As a 44-year-old at the time, Baber felt like one of the oldest “rookies” in coaching.
“You step away from something for so long, you kind of need to relearn things,” Baber said. “I was a novice.”
Baber had success, however, as a young coach.
Following her graduation from Augusta State, Baber took over the Butler girls team in her native Augusta as a 23-year-old. The Bulldogs won three games the year before she took over, but they were in the Final Four in the second year, losing to South Gwinnett on a last-second basket. She spent three years at Butler, one at a school in Minnesota and one at Evans.
Baber wanted to start work on a doctorate degree at Georgia, so she left basketball coaching at 28. After earning the degree in adult fitness, Baber moved on to Valdosta State, where she coached softball, and then Kennesaw State before landing a job in the wellness program with the Bibb County board of education. She went to Fort Valley State for two years before Westside opened and needed a girls basketball coach.
“I was content with the path I took,” Baber said. “It was a very rewarding path. But I would go to games at the Coliseum, and I just started salivating. I wanted to get back into it.”
Baber was a marathon runner, competing multiple times in the Boston Marathon and Peachtree Road Race, so she wouldn’t shy away from the hard work needed to start a program. She pulled out her notes from her years at Butler. She attended coaching clinics, watched videos and read coaching books to brush up on anything she lost or forgot from the long coaching layoff.
Baber and Westside didn’t have it easy from the start, getting thrown into competition with established programs such as Baldwin, Northeast, Southwest and Warner Robins.
“We had an uphill battle, and I was very nervous at the start,” Baber said. “We were just praying for a win somewhere along the way.”
The Seminoles went 5-18 the first year, but Baber cited players such as Kristy McCorkle, who now helps coach alongside Baber, and Joy Jones for putting in the hard work that set the Seminoles in the right direction. They won 15 games the second year and 18 a year later.
“From that point on, we were pretty successful,” Baber said. “There was something about the first group. They came in and were ready to work. They really made it happen. They set the bar high.”
Players such as Ashley Duhart, L’Teisha Holloway, Jelisa Caldwell and Brittany Ferguson helped take the program to another level and then made sure it maintained an elite status, Baber said.
Baber, who is 341-169 in her career, said she just now feels like it’s the right time to step away. She believes the program is in good shape now, with a good group of sophomores returning to hand it off to someone else. Baber thinks current assistant Candice Roberson should get the job.
“I think she would do a great job,” Baber said. “She’s young, has a lot of energy. She should do fine. I feel good about where we are as a program. I just hope I have a few more weeks of coaching left.”
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With retirement looming, Baber concentrates on playoffs