![More Stanford CS, Entrepreneurship Courses Go Online [image courtesy www.ml-class.org].](https://cccblog.org/wp-content/uploads/2011/11/stanfordmachinelearning.png "More Stanford CS, Entrepreneurship Courses Go Online [image courtesy www.ml-class.org].")
This fall, Stanford launched a highly-publicized experiment in online learning, offering three of its most popular introductory computer science classes — Machine Learning, Introduction to Databases, and Introduction to Artificial Intelligence — through the Web for free. The classes, taught by Stanford faculty, are being held online in conjunction with the regular on-campus courses. And by all accounts, they’ve been a huge hit: over 130,000 people signed up for the AI class, and while the numbers have dropped off considerably now that school is actually in session, some 35,000 students turned in the first three weeks of homework assignments (in addition to the 175 Stanford students taking the class on campus).
Now comes word that, starting in January and February, Stanford will offer 7 new courses, in addition to a new section of Machine Learning (after the jump):
- Computer Science 101
- Cryptography
- Software Engineering for Software as a Service (SaaS)
- Human Computer Interaction
- Natural Language Processing
- Game Theory
- Probabilistic Graphical Models
- Design and Analysis of Algorithms I
And there are two other courses likely of interest, too:
- Lean Launchpad — turning an idea into a company
- Technology Entrepreneurship — creating a successful startup
To learn more — and to sign up for any of these courses — click on the links above.
(Contributed by Erwin Gianchandani, CCC Director)
I’ve been watching the Machine Learning and Database videos from Stanford’s Fall offerings. I’ll be teaching both topics in Spring 2012, and the general question of how do I utilize the World’s resources to offer a better on-site course at Vanderbilt is something I am currently thinking about. As or more importantly is the question of how I and my students will contribute to the World’s resources, even as I am primarily focused on my on-site course.
Specifically, these videos are outstanding — I am very impressed by what these faculty have done. I am only part way through them now, but will be spending much of my break finishing them and sketching out some additional lessons — the Stanford videos I’ve seen set a high bar on thoughtfulness about lesson structure.
The NSF relevance is that developing, using and contributing to resources like this could be the basis for NSF proposal broader impact plans.