Winter Weather Impacts Teaching and Learning

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The winter has already been disruptive this semester with the potential for more disruption in the semester! The following is a brief explanation of a few centrally supported University services you can use as you are trying to recover from classes missed during campus closings and delays. Links are provided to tutorials for each service when available. The Faculty Center instructional designers are available for consultation and assistance with these services, or can connect you to the relevant University support.


ANGEL - ANGEL is the most commonly used learning technology at Penn State. However, most faculty are not using ANGEL to teach courses completely online, so they may not be familiar with using the complete set of tools available. ANGEL makes it easy for instructors to post course materials online, facilitate class communication and teamwork, collect student work, gauge student progress, manage a gradebook, and extend learning beyond the classroom. Some online options include posting instructional videos or other files, quizzing, using dropboxes for students to submit assignments electronically, connecting with students via Live Chat, and monitoring attendance through online participation such as discussion forums.


Sites at Penn State - Sites at Penn State, powered by WordPress, can be used to post media files and other educational resources. This web publishing platform will replace the current Blogs at Penn State service. ITS provides technical and pedagogical support of these features through a series of how-to guides, hands-on sessions, and recorded training sessions available from their Support section.


Web Conferencing - Adobe Connect is a web conferencing tool that can be used to create and distribute lectures and presentations. Connect supports audio, video, slide presentations, screen sharing, and whiteboard activities, as well as chat and polling. Live sessions can be recorded for later viewing by those who were not able to attend the session. In addition to live presentations, Adobe Connect can be used to create prerecorded lectures that students can watch at any time. Getting Started information, Best Practices, training information, and support resources are provided at the Meeting@PennState site.


Podcasts - Podcasts are simply audio and video content to which you can subscribe. iTunesU makes it very easy for people to find and access this rich educational content. The iTunesU Dashboard instructions are available here: http://mediacommons.psu.edu/2013/04/itunes-u-dashboard-instructions/. The Podcasts team (podcasts@psu.edu) provide the front line support for the iTunesU service. Nick Smerker, our Media Commons consultant, is the best contact for assistance in creating podcasts.


Pre-recorded Lectures - Faculty who are comfortable recording their lecture material ahead of time have several options. They can create audio or video recordings and make them available to their students through ITunes U. Faculty who would like to sync audio with PowerPoint slides can use Adobe Presenter on Windows or Keynote on a Macintosh. Adobe Presenter is available for purchase through Software at Penn State. Another option is our One Button Studio located in Harrisburg's library. Additional software options include Jing, QuickTime, and Camtasia.


Turnitin - Turnitin is a web-based writing assessment tool with options for online grading and commenting, creation of peer review assignments and reports for determining assignment originality.


VoiceThread - VoiceThread makes it easy to create and interact with online presentations. VoiceThread is a web-based application that allows you to place collections of media like images, videos, documents, and presentations at the center of an asynchronous conversation. A VoiceThread allows people to have conversations and to make comments using any mix of text, a microphone, a web cam, a telephone, or uploaded audio file. Faculty are using VoiceThread to create new forms of conversations online. Visit http://voicethread.psu.edu/ to access a variety of "Getting Started" resources.


Yammer - Yammer.psu.edu - Similar to Facebook, Yammer is a social media tool that allows classes to communicate and collaborate anytime, anywhere.  Instructors can instantly upload handouts and assignments, chat, post discussion questions, or direct their students to any alternative classroom experience, all from their laptop, tablet or smartphone.  For more information, please visit: http://yammer.psu.edu/2012/06/yammer_use_case_teaching_and_learning/


Lynda Tutorials - lynda.psu.edu -  Learning on the go, lynda.psu.edu features over 2,300 courses, compiled of over 110,000 video tutorials. Lynda is an excellent resource for students, faculty, and staff to learn software, creative techniques, and business skills at their own pace. Vetted instructors walk the user through tutorials that are segmented into easily digestible videos, available anytime on their desktop or mobile device. You can assign specific tutorials for a project or course work, and/or provide tutorials to supplement a course.


NBC Learn - http://www.libraries.psu.edu/psul/researchguides/nml/nbclearn.html - NBC Learn was originally developed for use in K-12, but has since been adapted for Higher Education. Through a licensing arrangement, Penn State instructors and students can access the NBC Learn archives of high-quality archival video of historical events and documentary shorts. The vast archives of educational content  includes history/politics, science, the arts, social issues, business/economics, and more.  Students can access historic footage in order to gain additional perspectives into recent historical and political events. The archival footage can also serve as a point of departure for a discussion of mainstream media coverage of current events, including changes in coverage over time. In addition, the video format can provide an optimal way to present images to students, which can enhance comprehension of many topics.  (There's even some brand new content on the Science and Engineering of the 2014 U.S. Olympic Games - including The Science of Ice and the Science of Snow.)  


Read About. . .

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During the course of a year, hundreds of articles on teaching and learning pass by my eyes via my inbox, Twitter, conferences, etc. I read many of them, and also try to stay current with the many wonderful resources available at Penn State. The challenge is how to provide the most useful of these resources to faculty in a timely fashion - especially at the moment of need. The result is a new series called Read About. . . in which each issue focuses on one issue and provides one page of annotated resources. The first three have been created and are now available on our website in the Faculty ToolkitReadAboutAcademic Integrity.docx  ReadAboutSRTEs.docx  and ReadAboutClassroomManagement.docx

I hope you find them helpful, and would love if you share other topics in which you would like a Read About. . . created. 

February's Talking about Teaching forum focused on PSH's rapidly changing demographics, especially in terms of increasing enrollments of international students. We began the meeting with briefly looking at the demographic data, focusing on the period between the Fall 2011 semester and Fall 2012, when the increase of international students on campus was the steepest.

InternationalStudentEnrollments.jpg

The general demographics of these students on campus are roughly consistent with national trends. The three main groups of students are arriving from China, India, and South Korea. This meeting was one of the first to begin understanding how these changes are impacting teaching and learning in the classroom. Maida Muslic-Kovar, Ana (Patty) Aguilera, and Donna Howard were present to add their insights and to listen to faculty concerns. We used large and small group discussions, and solicited individual written responses to the following three questions:

       What are you observing in your setting?

       What is your biggest emerging question?

       How do international students benefit your class? 


Highlights from the forum


We often do not ask the question, personally or as an institution, about the benefits of having international students in our classrooms/other settings. The value of a diversity of perspectives was a common response in our meeting, and different disciplines had specific insights about the positive impacts in their classrooms. Generally speaking, reflecting on this question is a good place to start and may lead to ideas about how to better engage international students.


By far, the top question(s) are coming from the humanities and social sciences regarding the process of grading written and presentation work. Should international students be graded differently, and how?  Is there a way to create a more discerning system of assessing reading and writing skills? Our group was far from a consensus on this question, and this may be a good topic to explore from various perspectives in a future workshop.


What became clearest during our forum is the need for a mechanism in place for pre-arrival advising or better assessment of students' needs. Some implications of this gap are that many are unaware of entrance-to-major requirements and regulations. There are some students who arrive not knowing that they will spend two years in Harrisburg, or that they may not get into certain programs at University Park. There is a need to do our own assessment of the students' English abilities prior to arrival. Several faculty members across all disciplines are asking whether there will be institutional support to hire support staff and ESL professors in tenure-track positions who will work within the School of Humanities to provide ESL-based classes in writing, speaking, and research. Several participants in the Talking about Teaching forum mentioned the importance of these questions being discussed in the Faculty Senate.


Finally, there was a critical conversation about the problems with well-intentioned curricular and co-curricular programs that only target international students, treating them as different or special in some way. The question was raised: How can we personalize our instruction instead of categorizing students? I will end with the wise words of a teacher and author whom Janice Smith pointed me to after this session: "There will always be a need to address different students' needs, because different students are always going to have different needs" (Lois Leveen).


Check out these stories told by PSH's international students: http://www.youtube.com/playlist?list=PL8JOi8Ko2Zj4F5rU0qchietdo_n7BUhrc

 

Penn State Open Education Art Course Featured on iTunes U

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From http://news.its.psu.edu/story-1425:
 Art 10: Introduction to Visual Studies, an online Penn State course, has undergone an extensive redesign to become the first open educational resource the University will offer through Apple's iTunes U. The course will feature a multi-touch book that showcases artists and artwork, newly redesigned high-definition videos, a variety of art apps, and engaging creative artwork projects.

Art 10 is an introductory art appreciation course created for individuals without artistic backgrounds, introducing them to various art movements, cultural influences, artistic genres, and artists and their work. The course is taught by Anna Divinsky, instructor of art for Penn State's School of Visual Arts, and is designed to help students learn about hands-on studio art techniques, while encouraging personal creativity. By the end of the course, participants will compile a portfolio of artwork based on what they have learned. As an online open education resource offered by Penn State, anyone can take the course free through Apple iTunes' educational service iTunes U.

The course restructuring was a collaborative project between the e-Learning Institute in the College of Arts and Architecture and Information Technology Services. Along with the new instructional videos and updates, it is now designed for use on a device using Apple's iOS mobile operating system, specifically the iPad. Art 10 will be featured on the iTunes U landing page from Dec. 18 into January.

To get started taking the course, please go to https://itunes.apple.com/us/course/introduction-to-visual-studies/id587019962.

Faculty who use newspapers in classroom can get free subscriptions

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Copied from the 12/18/12 Penn State Harrisburg Newswire:
Faculty who include newspaper readership as part of their required coursework can receive a daily subscription of that paper at no cost -- as well online classroom resources, case studies and additional teaching support materials made available by The New York Times and USA Today -- as part of the Penn State Student Newspaper Readership Program. Faculty interested in receiving the free newspapers for use in their classrooms should email the Penn State Student Newspaper Readership Program at newspapers@psu.edu and provide their contact information, office address and a copy of the course syllabus requiring student newspaper readership as an email attachment.

Read the full story on Live: http://live.psu.edu/story/13726#nw28

Training Services update

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On Monday, November 12th, Chris Lucas and Heather Huntsinger from Penn State's Training Services visited campus and met with John Hoh, Greg Crawford, Barb Hundertmark, Sue Copella, Tim Lengel, Kristin Bittner, and me to update us on their services and inquire about our training needs. Here are a few notes I took during that meeting.

lynda.com: Training Services has hired an instructional designer, Nathan, who will be helping faculty integrate lynda into their courses, and will be working to raise awareness of this licensed tool. It was interesting to hear that lynda is moving towards an LMS model, and Penn State has a good working relationship with them. There have been problems with faculty, staff, and students who have "member" status in lynda. For full-time faculty and staff, Human Resources can update the UADR screen and publish the faculty or staff member's work address. For adjunct faculty, they will not have access to lynda until their first paycheck has been processed. However, there is a work-around and the help desk should be contacted for assistance.

UCS: Training Services does have some nice quickstart guides available on their website. They are also aware of an interest in advanced UCS training. Some interests shared in our meeting included the use of briefcases, and different uses of the calendars (used for vendor visits, and software licensing).

Accessibility: As of next semester, their training classes will integrate accessibility into training on Microsoft Word, PowerPoint, and PDF creation. Accessibility training for faculty will also be available.

ANGEL: They are redoing their training in ANGEL to be more pedagogically focused.

Tech Tutors: Currently, this is a UP program providing technology tutors for students. There is a possibility that it will be piloted here next year.

Indiana University (IU) Training Materials for PSU trainers/instructors: The distribution and use of these materials is closely monitored according to the license agreement. I am our campus representative, and can print and distribute these materials to a PSH trainer/instructor for training/instructional purposes. Some of the printed handouts available include Access, Excel, PowerPoint, and Word (2003, 2007); Acrobat (v. 7 & 8); CSS; Dreamweaver, Fireworks, Flash, Illustrator, and InDesign (CS2, 3, 4); PhotoShop (CS2, 3, 4); SPSS (v. 8 & 9); XHTML.

Lecture Capture: Echo 360 has been piloted, and this year Panopto is being piloted. Some faculty have been using Camtasia Relay on their own.

IT Pro Roundtables: (From the Training Services website) These are monthly presentations and open discussions hosted by Penn State and other IT industry experts. These sessions are free, open to the Penn State community, and revolve around the technology topics that are relevant to the roles of Penn State's current and aspiring IT professionals. Some of these sessions are recorded and available in wikispaces at https://wikispaces.psu.edu/display/ITPro/IT-Pro+Roundtable+Recording.

Survey: Heather and Chris will share their Training Services survey with Barb Hundertmark so she can administer it to our campus. The results will help to determine our training needs.

Center for Workplace Learning & Performance: Training Services is working more closely with this new center.

The Talking About Teaching Story Lab

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The Faculty Center's Talking About Teaching group got off to a great start this semester! This is an interdisciplinary group of faculty that meets once a month in the Fall and Spring to share successes and concerns that arise during the practice of classroom teaching. This year we are trying something new and shifting the focus towards creating a "story lab" space where we will produce online faculty case studies.  Building off of our regular practice of sharing best teaching stories, we are now creating a process (thanks in part to our new Multi-Media Specialist who has joined our staff, Pete Warren) to document these successes for an online resource. At our first meeting last month, we showed a few examples of how other universities have been documenting faculty case studies in this online module form that can both highlight excellent teaching as well as serve as a resource for newer faculty. These online case studies will be comprised of some combination of recorded interviews, classroom footage, text providing context about the pedagogical technique or philosophy, and relevant instructional materials.

 We have found that focusing our attention on the innovation and expertise of our faculty can improve morale and facilitate learning opportunities across the disciplines. We believe this to be an excellent opportunity to highlight the exceptional work happening on this campus. At our next meeting on Friday, October 19 from 3:00-4:00 pm (W205), we are aiming to show a template for Penn State Harrisburg's faculty case studies, using footage we have recorded with Dr. Oranee Tawatnuntachai. We will also have some fun 'workshopping' the interview process so faculty can better understand how we are creating the online case studies and think through what they want to share. Consider which teaching and learning strategy you would want to share and join us!

Preventing Plagiarism - A Different Kind of Assignment

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Today I read a new Faculty Focus article by Maryellen Weimer, a Penn State emeritus professor, that reviewed an assignment two accounting instructors used to teach their students about plagiarism within their discipline. They acknowledged that proper citation was taught in a previous English composition course, and they described the challenge in this way: "Most of the time, students are taught about using the material of others and crediting those sources in some sort of composition course. Then students are expected to apply what they've learned when they prepare written materials in subsequent courses. McGown and Lightbody felt that students needed instruction beyond the guidelines and that they needed repeated instruction in subsequent courses, especially those courses in the major. Not all fields handle the use of sources in the same way. Once students are in a major, they need to learn the particulars of referencing for that field."

The instructors did not want to use class time to teach plagiarism prevention, so they had their students complete an online workshop. Then, they had them apply the plagiarism workshop  content and develop their "knowledge of a particular accounting issue" through their new assignment. I encourage you to access the Faculty Focus issue and the McGown & Lightbody article it references, available online in the Penn State University Libraries, to learn more about the assignment and the creative way they had their students actively learning about proper citation in the accounting field.

I want to remind you of the plagiarism prevention resources available at Penn State. First, be sure to visit the Plagiarism Prevention Resources web site that includes a Plagiarism Tutorial for Students, an Instructor Guide on Plagiarism and Prevention, and links for faculty and students to plagiarism policy pages, guides, quizzes, citation guidelines, and basic copyright information. There are some nice plagiarism quizzes and exercises available too, including an iStudy module on Academic Integrity that can be integrated into ANGEL. The Plagiarism Quiz Bank is available here and could be used in ANGEL or as a printed quiz. Students can work with a writing tutor in the Learning Center. Penn State Harrisburg's Academic Integrity Policy (C-7) is available online.

I wrote a previous post on "Why students cheat and what we can do about it" where I include a few strategies you might use to prevent plagiarism in your classes. Please contact me if you would like some assistance in including some of these resources in your course(s), or want to redesign an assignment to reduce its plagiarism potential.

Network of Trainers Summer Event

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Last Wednesday, July 18th, Tim and I attended the all-day Network of Trainers Summer Event held in the Library's Foster Auditorium at University Park. The keynote speaker was Maribel Sierra, Social Media Services Director at Dell. She chronicled Dell's 6-year journey from "Dell Hell" to strengthening their direct customer connections through the use of social media. She shared, "As a company, we recognized that social media wasn't something we could just dip our toe into, but rather it was an issue of survival. Our brand was being talked about in a way that we needed to change. In 2006, we jumped in full force with a strong focus from day one on customer service and support. With those myriad of experiences under our belt, training and engaging with our team was one of the highlights of the journey." She also stated, "We don't have a choice on whether we do social media, the question is how well we do it." As a good resource, she recommended the book Engage! The Complete Guide for Brands and Businesses to Build, Cultivate, and Measure Success in the New Web by Brian Solis. This book tells you how to use social media and build a social media marketing program. Two interesting and helpful graphics she shared were the Evolution of Communication comic and an infographic on how social we are.

Dell has had strong support from the top for their social media program. She quoted Michael Dell: "Engage in honest, direct conversations with customers and stakeholders is a part of who we are, who we've always been. The social web amplifies our opportunity to listen and learn and invest ourselves in two way dialogue, enabling us to become a better company."

Here are a few more takeaways:
  • Relationships drive revenue. The key is building trust and relationships. Listening = understanding = trust.
  • In Facebook, Dell created its own wall because customers didn't like being monitored there. However, in Twitter they monitor and engage their customers all the time.
  • Their 3 work streams are customer needs, customer suggestions, and brand reputation.
  • Their lessons learned include: nonbelievers will start to believe; it's fundamental to have a social media policy and training program in place; finding the balance between a push-pull mechanism is key; reinvent everyday (not a static solution).
  • Social is relevant beyond marketing and PR: product development, online presence, sales, customer service, communication. . .
  • Social media is a team sport and cannot be owned by marketing alone.
  • She sees great value in Pinterest.
Tim and I attended additional sessions throughout the day, and share our key takeaways below.

Keynote Follow-Up: Building a Social Training Program - by Maribel Sierra
"Your employees are already participating in social media in their personal lives. A large number of them have the desire and ability to listen and engage on behalf of the University. However, the consequences of engagement gone awry are concerning, and many companies keep their employees on the sidelines. Doing so may make companies feel "secure," but critical opportunities to build brands, customer service capabilities, and corporate reputation are being squandered. Rather than leave employees on the bench, why not train them to excel on the field?" Social media impacts the entire business spectrum. The purpose of using social media is to help customers solve their problems, build relationships, and thank customers. Dell's Global Social Media policy is available on their website. They consider the value of training as peace of mind.

Sustainability and Training: The business case for infusing sustainability into all we do - by Jeremy Bean
"Sustainability is not just about the environment. It's a better way of doing business. In Daniel Esty and Andrew Winston's book, Green to Gold, they say, 'The sustainability lens is not just a nice strategy tool or a feel-good digression from the real work of the company. It's an essential element of business strategy in the modern world.'" In this session, Jeremy discussed why and how this idea should be a part of every training program. Two great resources were shared:
One way we can build sustainability into our programs is by holding zero waste events with compost bins, and directing folks to recycle containers. The Faculty Center will begin requesting compostable plates, napkins, and plastic ware at our events, and also requesting compost bins. We learned that compostable materials will not breakdown in a landfill - it needs the elements in a compost bin (bacteria, etc.) to break it down. We'll also locate the nearest recycle containers (or bring them into each event).

Getting Better Results from Your Training: A Needs Assessment Overview - by Patricia Nordstrom and Sue Cromwell
This session focused "on the basics of conducting a needs assessment, including the importance of conducting a needs assessment, identifying the four types, selecting the appropriate method for your organization, looking at the real world applications, and discussing the benefits and results of conducting a needs assessment." Most resources shared had a cost attached, but the lynda.psu.edu resources sound promising - Project Management Fundamentals, and Up & Running with Online Surveys. Most of this presentation reflected the work currently being done as the former HRDC is replaced by the Center for Workplace Learning & Performance, led by Sue Cromwell.

Teaching and Learning with Technology in the Knowledge Commons - by Ryan Wetzel and Trace Brown
Ryan and Trace provided a tour of the Knowledge Commons and highlighted specific technologies within the space, as well as how they have been used by teachers and students. The demonstrations included the MediaScape group study rooms, the One Button Studio, and the iMac classroom lab.

Designing Impactful Presentations: Design Tips for the Non-Graphic Designer - by Lisa Urban and Nikke Moore
This session focused on the do's and don'ts of designing a PowerPoint presentation as well as basic graphic design tips and techniques. They used fonts, colors, images, graphics, and charts to transform a presentation from drab to fab. Here are some key takeaways:
  • Glance media - 3 second rule, like a billboard - can my audience get this message in 3 seconds or less
  • Use words on slides for: main concepts, short phrases, big ideas, keywords
  • For bigger impact, use images to visually communicate ideas
  • Use SmartArt to enhance, emphasize, customize
  • When using charts and graphs, break up the data to minimize the amount of information on each slide
  • Don't overuse animations
  • Make slide transitions consistent and subtle
  • Use full bleed with images - extend the image off the borders (need to pay attention to image resolution - at least 800 x 600). Lock image's aspect ratio before resizing.
  • Adobe's kuler tool allows you to upload an image and get the RGB color codes. It also provides color themes.
Mobile Learning: An Introduction to Doceri - by Brian Young
This hands-on workshop provided a basic overview of using Doceri, an iPad app that allows you to control a Windows or Macintosh computer. With Doceri, you can launch any document or application, annotate over it, and save the annotations. There is also a whiteboard feature, where you can create any handwritten/drawn content on any background of your choice. Doceri will be installed on all classroom podium computers by the fall semester. The app is only as strong as its wireless connection, so we would recommend testing it in your classroom before using it with your students. Since the Doceri license is stored on the iPad, it can live on all podium computers and use the license from the iPad (the license costs $30). It is recommended to NOT use the Doceri Stylist because the user has to push too hard and the eraser function is tricky. There are issues using it with iClickers - the pole will freeze and only show on the iPad (although it is still collecting data).

An Overview of Rapid E-Learning Development Tools - by Mary Ann Mengel, Mark Heckel, Nikke Moore
  1. Adobe Presenter - Bugs are fixed with Office 2010. In checking into this further, we discovered a new version, Adobe Presenter 8, and are investigating whether it is actually bug-free.
  2. SmartBuilder was not recommended for use.
  3. Articulate Storyline provides easy to build storylines with characters, which saves hundreds of dollars on buying characters and spending time finding them. It includes interactive games and quizzes, and outputs to Flash. It's quite expensive ($1200) with no discounts available through the PSU Computer Store.
 

Free Online Courses

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It has been over a year since my first post on OERs. Since then, the choices have continued to grow and I wanted to link that old blog post with a short list of some of the most written about and recent OERs. However, this list has some differences from last year's list. Last year, the talk was still more about free online educational RESOURCES. This year, the buzz is more about free online COURSES. That's a big difference!

iTunesU - I'm not sure why it doesn't appear on the old list, but it certainly has a lot of great resources for learning. From their website: "If you're an educator at a university, college, or K-12 school, now you have an easy way to design and distribute complete courses featuring audio, video, books, and other content. And students and lifelong learners can experience your courses for free through a powerful new app for iPad, iPhone, and iPod touch." (I added the bold emphasis.)
MITx - Although MIT's OCW has been around for quite awhile, MITx is their newest online learning initiative. Whereas MIT's opencourseware (OCW) has educational resources from their courses (various pieces and parts), MITx will deliver free courses. Its first course will be Circuits and Electronics, offered in a prototype form from March 5-June 8, 2012. The course is free, and students will have an opportunity to demonstrate their mastery and earn a certificate. For this pilot, it seems that there is no cost associated with the certificate. 
Coursera - Started by two Stanford professors, Coursera offers free online courses. From their website: "We are committed to making the best education in the world freely available to any person who seeks it. We envision people throughout the world, in both developed and developing countries, using our platform to get access to world-leading education that has so far been available only to a tiny few. We see them using this education to improve their lives, the lives of their families, and the communities they live in."
Udacity - Sebastian Thrun, a professor of computer science at Stanford, resigned from his newly tenured position to build this new online educational venture. The first two courses are titled "Building a Search Engine," and "Programming a Robotic Car" (Thrun worked on Google's robotic cars). Last year, Thrun opened his "Intro to Artificial Intelligence" course to the world and 160,000 students enrolled of which it's reported that 20,000 actually stuck with the course through the final exam.
The Floating University - "What if the world's best thinkers all taught at the same school?" is the message on their website. Although these courses aren't free, they're certainly priced low, ranging from $39.99 for "Is Biomedical Research Really Close to Curing Anything" taught by Douglas Melton, a professor at Harvard, to $59.99 for "Who Wants to be a Billionaire?" taught by William Ackman, CEO of Pershing Square Capital.
Stanford Engineering Everywhere (SEE) - From their website: "SEE programming includes one of Stanford's most popular sequences: the three-course Introduction to Computer Science taken by the majority of Stanford's undergraduates and seven more advanced courses in artificial intelligence and electrical engineering." These free courses include lecture videos, reading lists, course handouts, quizzes and tests, and opportunities to communicate with other SEE students.
Open Yale Courses - From their website: "Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn." What these courses provide is access to classroom lectures. I just read an interesting Yale Daily News article briefly describing how the online provision of the classroom lectures changed what happens in the classroom.
Udemy - Some of these courses are free, but not all. You can take a course, or create a course. When I visited their site, the top 3 trending free courses were Foundations of Business Strategy, How to Make iPhone Apps (Lite), and Operations Management. I noticed some course authors were from MIT and Stanford.   
Khan Academy - If you haven't already heard about Khan Academy, then you need to check it out now. From their website: "With a library of over 2,800 videos covering everything from arithmetic to physics, finance, and history and 298 practice exercises, we're on a mission to help you learn what you want, when you want, at your own pace." These are not free courses, but free topics. However, they could certainly supplement learning in your courses. Their most recent news is that Craig Silverstein, Google's first hire in 1998 (not including the co-founders), is moving to Khan Academy as a developer.
Knowledge@Wharton - This online newsletter also offers articles, interviews, and Q&A's as podcasts to listen to on your mp3 player, iPod or PC. Check out their podcast archive.
Finally, Open Culture has provided a listing of almost 400 free online courses arranged by discipline and title.

Have you taken any of these free online courses, or viewed a Khan Academy video? I've downloaded a few of the iTunesU courses to my iPad and plan to check them out one of these weekends. I'm curious since I design online courses, and wonder what I might learn by investigating this new breed.