Opening up Course Builder data

Posted by John Cox and Pavel Simakov, Course Builder Team, Google Research

Course Builder is an experimental, open source platform for delivering massive online open courses. When you run Course Builder, you own everything from the production instance to the student data that builds up while your course is running.

Part of being open is making it easy for you to access and work with your data. Earlier this year we shipped a tool called ETL (short for extract-transform-load) that you can use to pull your data out of Course Builder, run arbitrary computations on it, and load it back. We wrote a post that goes into detail on how you can use ETL to get copies of your data in an open, easy-to-read format, as well as write custom jobs for processing that data offline.

Now we’ve taken the next step and added richer data processing tools to ETL. With them, you can build data processing pipelines that analyze large datasets with MapReduce. Inside Google we’ve used these tools to learn from the courses we’ve run. We provide example pipelines ranging from the simple to the complex, along with formatters to convert your data into open formats (CSV, JSON, plain text, and XML) that play nice with third-party data analysis tools.

We hope that adding robust data processing features to Course Builder will not only provide direct utility to organizations that need to process data to meet their internal business goals, but also make it easier for educators and researchers to gauge the efficacy of the massive online open courses run on the Course Builder platform.

We are joining the Open edX platform

Posted by Dan Clancy, Director of Research

A year ago, we released Course Builder, an experimental platform for online education at scale. Since then, individuals have created courses on everything from game theory to philanthropy, offered to curious people around the world. Universities and non-profit organizations have used the platform to experiment with MOOCs, while maintaining direct relationships with their participants. Google has published a number of courses including Introduction to Web Accessibility which opens for registration today. This platform is helping to deliver on our goal of making education more accessible through technology, and enabling educators to easily teach at scale on top of cloud platform services.

Today, Google will begin working with edX as a contributor to the open source platform, Open edX. We are taking our learnings from Course Builder and applying them to Open edX to further innovate on an open source MOOC platform. We look forward to contributing to edX’s new site, MOOC.org, a new service for online learning which will allow any academic institution, business and individual to create and host online courses.

Google and edX have a shared mission to broaden access to education, and by working together, we can advance towards our goals much faster. In addition, Google, with its breadth of applicable infrastructure and research capabilities, will continue to make contributions to the online education space, the findings of which will be shared directly to the online education community and the Open edX platform.

We support the development of a diverse education ecosystem, as learning expands in the online world. Part of that means that educational institutions should easily be able to bring their content online and manage their relationships with their students. Our industry is in the early stages of MOOCs, and lots of experimentation is still needed to find the best way to meet the educational needs of the world. An open ecosystem with multiple players encourages rapid experimentation and innovation, and we applaud the work going on in this space today.

We appreciate the community that has grown around the Course Builder open source project. We will continue to maintain Course Builder, but are focusing our development efforts on Open edX, and look forward to seeing edX’s MOOC.org platform develop. In the future, we will provide an upgrade path to Open edX and MOOC.org from Course Builder. We hope that our continued contributions to open source education projects will enable anyone who builds online education products to benefit from our technology, services and scale. For learners, we believe that a more open online education ecosystem will make it easier for anyone to pick up new skills and concepts at any time, anywhere.

Computer Science Teaching Fellows Starting Up in Charleston, SC

Posted by Cameron Fadjo, Program Lead, Computer Science Teaching Fellows

Google recently started up an exciting new program to ignite interest in computer science (CS) for K12 kids. Located in our South Carolina data center, the Computer Science Teaching Fellows is a two-year post graduate fellowship for new STEM teachers and CS graduates. The goal is to bring computer science and computational thinking to all children, especially underrepresented minorities and girls, and close the gap between the ever-increasing demand in CS and the inadequate supply. We hope to learn what really works and scale those best practices regionally and then nationally.

The supply of CS majors in the pipeline has been a concern for many years. In 2007, the Computer Science education community was alarmed by the lack of CS majors and enrollments in US colleges and universities.

Source: 2009-2010 CRA Taulbee Survey (http://www.cra.org/resources/)

This prompted the development of several programs and activities to start raising awareness about the demand and opportunities for computer scientists, and to spark the interest of K12 students in CS. For example, the NSF funded curriculum and professional development around the new CS Principles Advanced Placement course. The CSTA published standards for K12 CS and a report on the limited extent to which schools, districts and states provide CS instruction to their students. CS advocacy groups, Computing in the Core and Code.org have played an instrumental role in adding provisions to the reauthorization of the Elementary and Secondary School Act to support CS education. More generally, we have seen innovations in online learning with MOOCs, machine learning to provide personalized learning experiences, and platforms like Khan Academy that allow flipped classrooms.

All of these activities represent a convergence in the CS education space, where existing programs are ready for scale, and technological advancements can support that scale in innovative ways. Our Teaching Fellows will be testing after school programs, classroom curriculum and online CS programs to determine what works and why. They’ll start in the local Charleston area and then spread the best programs and curriculum to South Carolina, Georgia, North Carolina (where we also have large data centers). They are currently preparing programs for the fall semester.

We are very excited about the convergence we are seeing in CS education and the potential to bring many more kids into a field that offers not only great career opportunities but also a shot at really making a difference in the world. We’ll keep you posted on the progress of our Teaching Fellows.

Some Innovative MOOCs

Posted by Maggie Johnson, Director of Education and University Relations

Last summer, we jumped into the world of MOOCs (Massive Open Online Courses) with our own course on search skills, Power Searching. Soon after, we open sourced the platform that we developed to present the course -- Course Builder. A large number of courses have been hosted on Course Builder since, with many more coming soon. As can be seen from the list of courses, our goal is to provide the capability for anyone to create a MOOC. We’ve been pleasantly surprised by the variety of courses and the creativity of the instructors building on Course Builder.

For example, GivingWithPurpose is an innovative MOOC presented by Learning By Giving, one of Doris Buffett’s foundations for “giving it all away.” Instructor Rebecca Riccio, who teaches philanthropy at both Northeastern and Brandeis Universities, feels that reaching thousands of people in a discussion about how to allocate scarce resources to address the needs of our communities has huge potential. “For all the social, cultural, and economic value we derive from the nonprofit sector, we do shockingly little to educate people about why it is so important and what we can do to help it thrive. So while I believe GivingWithPurpose will be successful in its primary goal of teaching students how to give more effectively, in ways that both satisfy their own motivations for giving and support high-performing nonprofit organizations, my second, perhaps more ambitious goal is to promote more informed civic engagement.”

We’ve also hosted MOOCs on evaluating and selecting soccer players, how to search for a job, and how to develop digital learning opportunities for students in public schools. We have many university courses such as Game Theory from Stanford and Information Visualization from Indiana University.

Course Builder’s support of both traditional and non-traditional education opportunities is core to its mission. We’ll continue to build features that help university professors, K12 teachers and anyone else who has something important to teach.

The Story Behind Course Builder

Posted by Maggie Johnson, Director of Education and University Relations

Last summer, we ran a MOOC (Massive Open Online Course) on Power Searching. Soon after, we open sourced Course Builder, the platform that we developed on Google technologies to present the course. Since then, we have released four versions of Course Builder adding features such as user-friendly content development, administrative support, dashboards on student performance and behavior, new assessment types including peer review, accessibility, internationalization, etc. A large number of courses have been hosted on Course Builder, with many more in the pipeline.

This work started with the observation that we have all the component technology one needs to create a platform for delivering a learning experience similar to other MOOCs that were being offered on Coursera and Udacity. So we set about wiring together these components (YouTube, App Engine, Groups, Apps, Google+ and Hangouts, etc.) to create the first version of Course Builder.

As we talked with faculty and others who wanted to create online learning experiences, we saw an opportunity for Course Builder to play an important role in the MOOC space. Our goal is to provide the capability for anyone to create a MOOC or even an “OOC”. We believe that an online environment can be used for a wide variety of education-related activities beyond just the standard university course. We have implemented a feature set that supports this goal.

Our users include not only colleges and universities, but also non-profits and K12 organizations. We host academic courses such as Information Visualization and Game Theory, as well as short courses including Mapping with Google, Digital Learning in K12, YouTube Creator Academy, and Giving with Purpose. Supporting this diversity in users, content and format is why we created Course Builder.

Hosting the platform on App Engine has provided additional capabilities that are essential for our users, particularly colleges and universities. It’s possible to brand a MOOC anyway the user wants. The user also owns the relationship with the student directly, and owns any data that they collect to use anyway they like. Given Course Builder is open source, it is possible to easily add customized features. Add to that App Engine’s scalability, self-managed hosting and the extensible component architecture built into Course Builder, and you have a powerful, flexible platform that can support any number of students and any type of content.

We will continue to support this diverse user base, and work to get even more great teachers and innovative learning designers involved in experimenting in this brave new world of online learning. The potential for positive disruption and change is enormous.

Explore more with Mapping with Google

Posted by Tina Ornduff, Program Manager

In September 2012 we launched Course Builder, an open source learning platform for educators or anyone with something to teach, to create online courses. This was our experimental first step in the world of online education, and since then the features of Course Builder have continued to evolve. Mapping with Google, our latest MOOC, showcases new features of the platform.

From your own backyard all the way to Mount Everest, Google Maps and Google Earth are here to help you explore the world. You can learn to harness the world’s most comprehensive and accurate mapping tools by registering for Mapping with Google.

Mapping with Google is a self-paced, online course developed to help you better navigate the world around you by improving your use of the new Google Maps, Maps Engine Lite, and Google Earth. All registrants will receive an invitation to preview the new Google Maps.

Through a combination of video and text lessons, activities, and projects, you’ll learn to do much more than look up directions or find your house from outer space. Tell a story of your favorite locations with rich 3D imagery, or plot sights to see on your upcoming trip and share with your travel buddies. During the course, you’ll have the opportunity to learn from Google experts and collaborate with a worldwide community of participants, via Google+ Hangouts and a course forum.

Mapping with Google will be offered from June 10 - June 24, and you can choose whether to explore the features of Google Maps, Google Earth, or both. In addition, you’ll have the option to complete a project, applying the skills you’ve learned to earn a certificate. Visit g.co/mappingcourse to learn more and register today.

The world is a big place; we like to think that you can make it a bit more manageable and adventurous with Google’s mapping tools.

Advanced Power Searching with Google: Lessons Learned

Posted by Dan Russell, Uber Tech Lead, Search Quality & User Happiness and Maggie Johnson, Director of Education and University Relations

Large classes are something you normally want to avoid like the plague. So the idea of being in a class with tens of thousands of students seems like a completely crazy idea.

But in January, 2013, Google offered a free “MOOC” (a Massive Open Online Course) to teach Advanced Power Searching (APS) to a wide variety of information professionals.

The wholly online class ran for two weeks covering advanced research skills in a challenge-based format. It also had a bit more than 35,000 students sign up for the class.

In this case, the large class size was a boon to the students. Not only was there a vigorous discussion of the material in the social media, but with a class this large, anytime you had a question, someone else in the class had almost certainly asked the same question and had an answer ready. As in many MOOCs, the large online class size did not stress any lecture hall capacities, but it did give the students the benefit of multicultural classmates that were effectively always present in the social spaces of the MOOC.

A typical Massive Open Online Course (MOOC) is a simple progression through a series of mini-lectures--usually a short video followed by reflective questions, problem sets and a few assessments. MOOCs can have huge numbers of students; dozens have been offered with over 150,000 students enrolled. Based on our experiments with Power Searching with Google in 2012, we wanted to do something different. When we offered Advanced Power Searching with Google (APS) in January of 2013, we decided to try out a number of new ideas.

Through this course, we wanted to enable our students to solve complex research questions using a variety of tools, such as Google Scholar, Patents, Books, Google+, etc.. We defined complex problems that had more than one right answer and more than one way to find those answers.

Unlike a traditional MOOC, the APS course had twelve challenges that students could tackle in any order they liked. There were four easy, four medium and four difficult challenges. Part of the design of the class was to have students discover the skills they’d need to solve the challenges and select appropriate video or text lessons. Students could also access case studies that showed how others solve similar problems.

We called our MOOC design “Choose your own adventure.” Each challenge presented a research question like this:

“You are in the city that is home to the House of Light. Nearby there is a museum in a converted school featuring paintings from the far-away Forest of Honey.

What traditional festival are you visiting?”

In this class, the large cohort of 35,000 students worked through the materials together, using online forums to ask questions as well as Google+ Hangouts to attend office hours and collaborate on solving challenges. Instructor Dan Russell and a group of teaching assistants monitored students’ activities and provided support as needed.

If they needed additional help, students could post a question on the forum or see how others solved the challenge. Students could post their solutions to challenges in a special “Peer explanations” section; a feature that many students appreciated as it let them see how others in the class approached the problem in their own ways.

In analyzing the data, we found that there were a decreasing number of views on each challenge page, indicating that students most likely tried the challenges in the order given. While some liked the ability to jump around, most tended to go through the content linearly. Most students who completed the course tried (or at least looked at) all twelve challenges. Many students who did not complete the course tried three or fewer challenges.

To earn a certificate of completion, students submitted two detailed case studies of how they solved a complex search challenge. Students provided great examples of how they used Google tools to research their family’s history, the origins of common objects, or trips they anticipate taking. In addition to listing their queries, they wrote details about how they knew websites were credible and what they learned along the way.

To assess their work, we experimented with letting the students grade their assignments based on a rubric. We collected their scores and compared them with a random sample of assignments graded by TAs. There was a moderate yet statistically significant correlation (r=0.44) between student scores and TA scores. In fact, the majority of students graded themselves within two points of how an expert grader assessed their work. This is a positive result since it suggests that self-graded project work in a MOOC can be valuable as a source of insight into student performance.

The challenge format seemed to be effective and motivating for a small, dedicated population of students. We had 35,000 registrants for this advanced course, and 12% earned a certificate of completion. This rate is somewhat lower than what we saw for Power Searching with Google, a more traditional MOOC. Students who did not complete the course reported a lack of time, and difficulty of the content as barriers.

One interesting point was that labeling the challenges as easy, medium or difficult likely had an unintentional effect. The first challenge was marked as “easy,” but many people found it difficult. This may have de-motivated students from attempting more difficult challenges. Next time, we plan to ask students if the first challenge was too easy, or too challenging, and then send them to a challenge at an appropriate level of difficulty.

Watch for more MOOCs on our products and services in the coming months. And watch for more experimentation as we apply what we have learned, and try more ideas and new approaches in future online courses.

Using online courses in Spain to teach entrepreneurship

Posted by Francisco Ruiz Anton, Policy Manager, Google Spain

Cross-posted with the Policy by the Numbers Blog

At the end of the third quarter in 2012, roughly 25% of adults in Spain were out of work. More than half of adults under 24 years old are unemployed. Recent graduates and young adults preparing to enter the workforce face the toughest job market in decades.

The Internet presents an opportunity for growth and economic development. According to recent research, more than 100,000 jobs in Spain originate from the Internet and it directly contributes to the GDP with 26.7 billion euros (2.5%). That impact that could triple by 2015 under the right conditions.

One of those conditions is making high-quality education accessible, echoed by a recent OECD report on the youth labor market in Spain. This is no easy task. University degrees are in high demand, straining the reach of our existing institutions.

The web has become a way for learners to develop new skills when traditional institutions aren’t an option. Recent courses on platforms like Udacity, Coursera and edX have seen hundreds of thousands of students enroll and participate in courses taught by prestigious professors and lecturers.

Google is partnering with numerous organizations and universities in Spain to organize UniMOOC, an online course intended to educate citizens in Spain and the rest of the Spanish-speaking world about entrepreneurship. It was built with Course Builder, Google’s new open source toolkit for constructing online courses.

To date nearly 10,000 students have registered for the course, over two-thirds of them from Spain and one-third from 93 countries. It recently won an award for the “Most innovative project” in 2012 from the newspaper El Mundo.

Spain’s situation is not entirely unique in Europe. Policymakers across the continent are asking themselves how best to create economic opportunity for their citizens, and how to ensure that their best and brightest students are on a path toward financial success. Our hope is that the people taking this course will be more empowered with the right skills and tools to start their own businesses that can create jobs. They will push not only Spain, but Europe and the rest of the world towards economic recovery and growth.

The course is still running, and you’re able to join today.

Continuing the quest for future computer scientists with CS4HS

Erin Mindell, Program Manager, Google Education

Computer Science for High School (CS4HS) began five years ago with a simple question: How can we help create a much needed influx of CS majors into universities and the workforce? We took our questions to three of our university partners--University of Washington, Carnegie Mellon, and UCLA--and together we came up with CS4HS. The model was based on a “train the trainer” technique. By focusing our efforts on teachers and bringing them the skills they need to implement CS into their classrooms, we would be able to reach even more students. With grants from Google, our partner universities created curriculum and put together hands-on, community-based workshops for their local area teachers.

Since the initial experiment, CS4HS has exploded into a worldwide program, reaching more than 4,000 teachers and 200,000 students either directly or indirectly in more than 34 countries. These hands-on, in-person workshops are a hallmark of our program, and we will continue to fund these projects going forward. (For information on how to apply, please see our website.) The success of this popular program speaks for itself, as we receive more quality proposals each year. But success comes at a price, and we have found that the current format of the workshops is not infinitely scalable.

This is where Research at Google comes in. This year, we are experimenting with a new model for CS4HS workshops. By harnessing the success of online courses such as Power Searching with Google, and utilizing open-source platforms like the one found in Course Builder, we are hoping to put the “M” in “MOOC” and reach a broader audience of educators, eager to learn how to teach CS in their classrooms.

For this pilot, we are looking to sponsor two online workshops, one that is geared toward CS teachers, and one that is geared toward CS for non-CS teachers to go live in 2013. This is a way for a university (or several colleges working together) to create one incredible workshop that has the potential to reach thousands of enthusiastic teachers. Just as with our in-person workshops, applications will be open to college, university, and technical schools of higher learning only, as we depend on their curriculum expertise to put together the most engaging programs. For this pilot, we will be looking for MOOC proposals in the US and Canada only.

We are really excited about the possibilities of this new format, and we are looking for quality applications to fund. While applications don’t have to run on our Course Builder platform, we may be able to offer some additional support to funded projects that do. If you are interested in joining our experiment or just learning more, you can find information on how to apply on our CS4HS website (or click here).

Applications are open until February 16, 2013; we can’t wait to see what you come up with. If you have questions, please email us at cs4hs@google.com.

Power Searching with Google is back

Posted by Dan Russell, Uber Tech Lead, Search Quality & User Happiness

If you missed Power Searching with Google a few months ago or were unable to complete the course the first time around, now’s your chance to sign up again for our free online course that aims to empower our users with the tools and knowledge to find what they’re looking for more quickly and easily.

The community-based course features six 50-minute classes along with interactive activities and the opportunity to hear from search experts and Googlers about how search works. Beginning September 24, you can take the classes over a two-week period, share what you learn with other students in a community forum, and complete the course assessments to earn a certificate of completion.

During the course’s first run in July, people told us how they not only liked learning about new features and more efficient ways to use Google, but they also enjoyed sharing tips and learning from one another through the forums and Hangouts. Ninety-six percent of people who completed the course also said they liked the format and would be interested in taking similar courses, so we plan to offer a suite of upcoming courses in the coming months, including Advanced Power Searching.

Stay tuned for further announcements on those upcoming courses, and don’t forget to register now for Power Searching with Google. You’ll learn about things like how to search by color, image, and time and how to solve harder trivia questions like our A Google a Day questions. We’ll see you when we start up in two weeks!

Helping the World to Teach

Posted by Peter Norvig, Director of Research

In July, Research at Google ran a large open online course, Power Searching with Google, taught by search expert, Dan Russell. The course was successful, with 155,000 registered students. Through this experiment, we learned that Google technologies can help bring education to a global audience. So we packaged up the technology we used to build Power Searching and are providing it as an open source project called Course Builder. We want to make this technology available so that others can experiment with online learning.

The Course Builder open source project is an experimental early step for us in the world of online education. It is a snapshot of an approach we found useful and an indication of our future direction. We hope to continue development along these lines, but we wanted to make this limited code base available now, to see what early adopters will do with it, and to explore the future of learning technology. We will be hosting a community building event in the upcoming months to help more people get started using this software. edX shares in the open source vision for online learning platforms, and Google and the edX team are in discussions about open standards and technology sharing for course platforms.

We are excited that Stanford University, Indiana University, UC San Diego, Saylor.org, LearningByGivingFoundation.org, Swiss Federal Institute of Technology in Lausanne (EPFL), and a group of universities in Spain led by Universia, CRUE, and Banco Santander-Universidades are considering how this experimental technology might work for some of their online courses. Sebastian Thrun at Udacity welcomes this new option for instructors who would like to create an online class, while Daphne Koller at Coursera notes that the educational landscape is changing and it is exciting to see new avenues for teaching and learning emerge. We believe Google’s preliminary efforts here may be useful to those looking to scale online education through the cloud.

Along with releasing the experimental open source code, we’ve provided documentation and forums for anyone to learn how to develop and deploy an online course like Power Searching. In addition, over the next two weeks we will provide educators the opportunity to connect with the Google team working on the code via Google Hangouts. For access to the code, documentation, user forum, and information about the Hangouts, visit the Course Builder Open Source Project Page. To see what is possible with the Course Builder technology register for Google’s next version of Power Searching. We invite you to explore this brave new world of online learning with us.

Faculty Summit 2012: Online Education Panel

Posted by Peter Norvig, Director of Research

On July 26th, Google's 2012 Faculty Summit hosted computer science professors from around the world for a chance to talk and hear about some of the work done by Google and by our faculty partners. One of the sessions was a panel on Online Education. Daphne Koller's presentation on "Education at Scale" describes how a talk about YouTube at the 2009 Google Faculty Summit was an early inspiration for her, as she was formulating her approach that led to the founding of Coursera. Koller started with the goal of allowing Stanford professors to have more time for meaningful interaction with their students, rather than just lecturing, and ended up with a model based on the flipped classroom, where students watch videos out of class, and then come together to discuss what they have learned. She then refined the flipped classroom to work when there is no classroom, when the interactions occur in online discussion forums rather than in person. She described some fascinating experiments that allow for more flexible types of questions (beyond multiple choice and fill-in-the-blank) by using peer grading of exercises.

In my talk, I describe how I arrived at a similar approach but starting with a different motivation: I wanted a textbook that was more interactive and engaging than a static paper-based book, so I too incorporated short videos and frequent interactions for the Intro to AI class I taught with Sebastian Thrun.

Finally, Bradley Horowitz, Vice President of Product Management for Google+ gave a talk describing the goals of Google+. It is not to build the largest social network; rather it is to understand our users better, so that we can serve them better, while respecting their privacy, and keeping each of their conversations within the appropriate circle of friends. This allows people to have more meaningful conversations, within a limited context, and turns out to be very appropriate to education.

By bringing people together at events like the Faculty Summit, we hope to spark the conversations and ideas that will lead to the next breakthroughs, perhaps in online education, or perhaps in other fields. We'll find out a few years from now what ideas took root at this year's Summit.

Teaching the World to Search

Posted by Maggie Johnson, Director of Education and University Relations

For two weeks in July, we ran Power Searching with Google, a MOOC (Massive Open Online Course) similar to those pioneered by Stanford and MIT. We blended this format with our social and communication tools to create a community learning experience around search. The course covered tips and tricks for Google Search, like using the search box as a calculator, or color filtering to find images.

The course had interactive activities to practice new skills and reinforce learning, and many opportunities to connect with other students using tools such as Google Groups, Moderator and Google+. Two of our search experts, Dan Russell and Matt Cutts, moderated Hangouts on Air, answering dozens of questions from students in the course. There were pre-, mid- and post-class assessments that students were required to pass to receive a certificate of completion. The course content is still available.

We had 155,000 students register for the course, from 196 countries. Of these, 29% of those who completed the first assessment passed the course and received a certificate. What was especially surprising was 96% of the students who completed the course liked the format and would be interested in taking other MOOCs.

This learning format is not new, as anyone who has worked in eLearning over the past 20 years knows. But what makes it different now is the large, global cohort of students who go through the class together. The discussion forums and Google+ streams were very active with students asking and answering questions, and providing additional ideas and content beyond what’s offered by the instructor. This learning interaction enabled by a massive “classroom”, is truly a new experience for students and teachers in an online environment.

Going forward, we will be offering Power Searching with Google again, so if you missed the first opportunity to get your certificate, you’ll have a second chance. Watch here for news about Power Searching as well as some educational ideas that we are exploring.

Reflections on Digital Interactions: Thoughts from the 2012 NA Faculty Summit

Posted by Alfred Spector, Vice President of Research and Special Initiatives

Last week, we held our eighth annual North America Computer Science Faculty Summit at our headquarters in Mountain View. Over 100 leading faculty joined us from 65 universities located in North America, Asia Pacific and Latin America to attend the two-day Summit, which focused on new interactions in our increasingly digital world.

In my introductory remarks, I shared some themes that are shaping our research agenda. The first relates to the amazing scale of systems we now can contemplate. How can we get to computational clouds of, perhaps, a billion cores (or processing elements)? How can such clouds be efficient and manageable, and what will they be capable of? Google is actively working on most aspects of large scale systems, and we continue to look for opportunities to collaborate with our academic colleagues. I note that we announced a cloud-based program to support Education based on Google App Engine technology.

Another theme in my introduction was semantic understanding. With the introduction of our Knowledge Graph and other work, we are making great progress toward data-driven analysis of the meaning of information. Users, who provide a continual stream of subtle feedback, drive continuous improvement in the quality of our systems, whether about a celebrity, the meaning of a word in context, or a historical event. In addition, we have found that the combination of information from multiple sources helps us understand meaning more efficiently. When multiple signals are aggregated, particularly with different types of analysis, we have fewer errors and improved semantic understanding. Applying the “combination hypothesis,” makes systems more intelligent.

Finally, I talked about User Experience. Our field is developing ever more creative user interfaces (which both present information to users, and accept information from them), partially due to the revolution in mobile computing but also due in-part to the availability of large-scale processing in the cloud and deeper semantic understanding. There is no doubt that our interactions with computers will be vastly different 10 years from now, and they will be significantly more fluid, or natural.

This page lists the Googler and Faculty presentations at the summit.

One of the highest intensity sessions we had was the panel on online learning with Daphne Koller from Stanford/Coursera, and Peter Norvig and Bradley Horowitz from Google. While there is a long way to go, I am so pleased that academicians are now thinking seriously about how information technology can be used to make education more effective and efficient. The infrastructure and user-device building blocks are there, and I think the community can now quickly get creative and provide the experiences we want for our students. Certainly, our own recent experience with our online Power Searching Course shows that the baseline approach works, but it also illustrates how much more can be done.

I asked Elliot Solloway (University of Michigan) and Cathleen Norris (University of North Texas), two faculty attendees, to provide their perspective on the panel and they have posted their reflections on their blog.

The digital era is changing the human experience. The summit talks and sessions exemplified the new ways in which we interact with devices, each other, and the world around us, and revealed the vast potential for further innovation in this space. Events such as these keep ideas flowing and it’s immensely fun to be part of very broadly-based, computer science community.

Reflections on the Google Faculty Institute

Posted by Maggie Johnson, Director of Education and University Relations

Extending the school year one day can result in a year’s worth of learning. This proved true on June 8, when the 2011 Google Faculty Institute (GFI) cohort were welcomed back for a day, to share best practices and perspectives from their funded research over the 2011-12 school year.

For the past year, the GFI Fellows collaborated across 16 California State University campuses, Stanford and UC Berkeley, to execute on ten research initiatives proposed on the final day of the conference. GFI themes of faculty collaboration, project-based learning, universal design and others were implemented in the Fellows’ projects, each of which focused on ways to enhance teaching practices through the use of educational technologies.

At the GFI Redux earlier this month, participants reviewed research initiatives, attended panel discussions, and defined plans for the 2012-13 school year. In a packed day of sessions, the cohort showcased projects ranging from mobile application development to geospatial tool utilization to the success of the flipped classroom. Some highlights of GFI projects:

• Making Teachers “Appy” presented workshops on UC and CSU campuses on mobile application development using App Inventor. While building confidence with new technologies, participants learned to create their own applications to enhance classroom instruction.

• Bird’s Eye Detective encouraged CSU pre-service teachers to explore the world from a new perspective utilizing geospatial tools including Google Earth, Google Maps, and Fusion Tables.

• Transforming STEM Educators included nine hands-on workshops on three CSU campuses, presenting creative ways to engage students in science and engineering courses through the use of technology.

• CSU Digital Learning Ambassadors are faculty creating collaborative communities and customized initiatives from the inside. Initiatives include tech infusion prizes, Hangouts on Air for academic discussions, and webinars.

The Google Faculty Institute served as a catalyst and incubator for innovative educational technology. Congratulations to the GFI Fellows on a year of excellent research and application.

Become a Google Power Searcher

Posted by Terry Ednacot, Education Program Manager

Cross-posted with the Official Google Blog

You may already be familiar with some shortcuts for Google Search, like using the search box as a calculator or finding local movie showtimes by typing [movies] and your zip code. But there are many more tips, tricks and tactics you can use to find exactly what you’re looking for, when you most need it.

Today, we’ve opened registration for Power Searching with Google, a free, online, community-based course showcasing these techniques and how you can use them to solve everyday problems. Our course is aimed at empowering you to find what you need faster, no matter how you currently use search. For example, did you know that you can search for and read pages written in languages you’ve never even studied? Identify the location of a picture your friend took during his vacation a few months ago? How about finally identifying that green-covered book about gardening that you’ve been trying to track down for years? You can learn all this and more over six 50-minute classes.

Lessons will be released daily starting on July 10, 2012, and you can take them according to your own schedule during a two-week window, alongside a worldwide community. The lessons include interactive activities to practice new skills, and many opportunities to connect with others using Google tools such as Google Groups, Moderator and Google+, including Hangouts on Air, where world-renowned search experts will answer your questions on how search works. Googlers will also be on hand during the course period to help and answer your questions in case you get stuck.

Power Searching with Google blends the MOOC (Massive Open Online Course) learning format pioneered by Stanford and MIT with our social and communication tools to create what we hope is a true community learning experience.

Visit the course homepage to learn more. By the end of this course, you'll know several new techniques that will make you a Google Power Searcher and help you find out information about whatever you can imagine—from how to prepare for a new family pet to where moss grows on Stonehenge or how to grow katniss in your garden. Sign up now!

Joining forces to support computer science majors

Posted by Maggie Johnson, Director of Education and University Relations

A few weeks ago, I attended the annual SIGCSE (Special Interest Group, Computer Science Education) conference in Raleigh, NC. Google has been a platinum sponsor of SIGCSE for many years now, and the conference provides an opportunity for thousands of CS educators to come together, share ideas and work on significant challenges that have emerged over the last five years.

Five years ago, the Advanced Placement Computer Science course and exam almost died. Due to lack of student interest, the B part of the AP CS was discontinued and there was a risk that the A part would also be discontinued. At that time, the number of CS majors at the undergraduate level also hit an all time low. Specifically, the number of students taking the AP CS exam fell 15 % between 2001 and 2007, and the number of college freshmen intending to major in CS plummeted more than 70% during the same period. This was a paradox for CS educators. They knew (and know) that advancing U.S. students' understanding of the principles and practices of computing is critical to developing a globally competitive workforce for the 21st century.

Rather than be defeated, a commission of ten secondary and higher education faculty came together and used this as an opportunity to reinvigorate interest in CS. They re-invented the AP CS into a course that not only introduces students to programming, but also gives them an understanding of the fundamental concepts of computing, its breadth of application and its potential for transforming the world.

The NSF generously funded the development and piloting of this new CS Principles course two years ago. This academic year, the NSF has funded several high school pilots as well. The pilots have been so successful that the College Board has now committed to developing a new state-of-the-art exam for the course. This is a critical accomplishment. The AP CS is the only standardized computing course we have in high school. The high school curriculum is packed—it’s nearly impossible to get any new course from any domain into the curriculum, and the AP CS is our stake in the ground.

Concurrent with the AP CS development, the ACM has pushed forward on two fronts that are also making significant impact. The CSTA (Computer Science Teachers Association) now has 11,000 members with 2300 College Board-certified to teach the AP CS Part A (which is still being offered). Membership and interest is rising, and this community plays a key role in professional development, CS standards definition (another critical stake in the ground) and scaling of the new AP CS.

In addition, we have the Computing in the Core Coalition, which is a non-partisan advocacy group of associations, corporations, scientific societies and other nonprofits that is working to elevate CS to a core academic subject in K-12 education. The Coalition does this through advocacy with government agencies and Congress, and by raising general awareness through CSEdWeek.

The good news is we are starting to see positive indicators of change. CS majors are rebounding at the undergraduate level.

The latest Employment Projections for 2010 to 2020 (Bureau of Labor Statistics) show a 6.9% increase in employment from 2006-2010 in computer and mathematical occupations, and a projected 22.0% increase from 2010-2020. This is in comparison to a 14.3% increase, on average, for all other growing occupations.

Students, parents, teachers, administrators and government officials are starting to hear the message:

• There is an exponentially growing demand in computing job opportunities
• Computing is inherently creative, innovative and team-based
• Technology and computing are transforming the world

Of course, we still do not have nearly enough supply coming out of colleges and universities to meet the demand, but the situation has improved in the last two years.

We believe that computing and CS are critical to our future, and we support CS education through many programs including CS4HS, App Inventor (just re-launched from MIT), our Exploring Computational Thinking curriculum, and other outreach programs and partnerships. Computing is at the foundation of all things technology, and computer science is at the foundation of computing.

Keeping an “OER mind” about shared resources for education

Posted by Maggie Johnson, Director of Education and University Relations

With ever-increasing demands being placed on our education system, including new skill sets that need to be taught to create a pipeline that can fill 21st century jobs, we must figure out how to make high-quality education more accessible to more people without overburdening our existing educational institutions. The Internet, and the platforms, tools and programs it enables, will surely be a part of the answer to this challenge.

Open Educational Resources (OER) are one piece of the solution. OER are teaching and learning resources that anyone can share, reuse and remix. As part of our ongoing commitment to increasing access to a cost-effective, high-quality education, we’re supporting the OpenCourseWare Consortium — a collaboration of higher education institutions and associated organizations from around the world creating OER — in organizing Open Education Week 2012, which begins today.

An example of OER in action is OpenStax, a recent non-profit initiative of Rice University and Connexions to offer students free, professional quality textbooks that meet scope and sequence requirements for several courses. They believe that these books could save students over $90 million in the next five years. Non-profit isn’t the only model for open education. Flat World Knowledge has built a business around OER by providing free online access to open textbooks, then selling print-on-demand copies and supplemental materials.

We’ll be acknowledging OER week through a panel event in Washington, DC, and over on our +Google in Education page, where we’ll be posting articles, sharing stories and interviews about the benefits of open education resources. Opening these resources to everyone can improve the quality of education while getting more out of our investments in educational resources. We hope you’ll join us in celebrating Open Education Week. Go to openeducationweek.org to learn more and get involved.

2011 EMEA Android Educational Outreach Program Awards Mobile Phones to Universities

Posted by David Harper, Head of University Relations, EMEA

As part of EMEA’s 2011 Android Educational Outreach program, we recently granted over 300 Android-powered mobile phones to 40 universities across Europe, the Middle East, and Africa. These phones will be used to support mobile related project work in university teaching and research. Our steering committee reviewed applications from 77 universities in 24 countries across the region and selected finalists based on each proposal’s scope to generate interest in mobile engineering, reach many students, and be applicable both within and outside the university.

This is the second year we have awarded mobile phones to universities. This is largely attributable to the enthusiastic feedback from last year’s recipients who were interested in continued support for Android project work. The phones donated last year were used in a range of interesting projects, including:

• George Candea, EPFL (Switzerland): The Pocket Campus, an application that helps students, graduates, staff and visitors to find their way around the EPFL campus was created as a course project. After the course, some of the students decided to continue development of the application. It has become so successful that it’s now EPFL’s campus-wide smartphone app.
• Andrew Rice, University of Cambridge (United Kingdom): Students in the summer programme developed Learn!, a flashcard-based learning application that is available in Android Market. This project investigated how one might incorporate features of modern phones such as multimedia capture and playback, data communications and significant computation power into a learning application.
• Alan Smeaton and colleagues, Dublin City University (Ireland): Undergraduate, master’s, and PhD students embarked on a wide variety of projects, which included lifelogging (recording everyday activities using the phone); measuring the strengths of wireless networks as an aid to mapping wireless propagation; and interface design for an augmented reality application.
• Nicolae Tapus, University Politehnica of Bucharest (Romania): Numerous applications were developed by students, including: TaxiFinder, an application that finds the closest taxi number with the lowest price, and Viewlity, an augmented reality engine for showing nearby points of interest (e.g., gas stations, restaurants, ATMs, places of worship) on an Android phone.
• Gerhard Tröster, ETH Zurich (Switzerland): Martin Wirz and his team are using mobile phones to conduct research in the field of wearable computing and machine learning. The devices are used to collect all kinds of sensor information (e.g., accelerometer, magnetometer, microphone, GPS) to infer personal activities, psychological behaviors and social phenomena.

We are looking forward to sharing the great projects resulting from this year’s Android Educational Outreach program early next summer.

2011 Google China Faculty Summit in Hangzhou

Posted by Aimin Zhu, University Relationship Manager, Google China

We just wrapped up a highly successful 2011 Google China Faculty Summit in Hangzhou, China. On November 17 and 18, Googlers from China and the U.S. gathered with more than 80 faculty members representing more than 45 universities and institutes, including Tsinghua University, Peking University and The Chinese Academy of Sciences. The two-day event revolved around the theme of “Communication, Exploration and Expansion,” with day one covering research and day two focusing on academic development.

The summit provided a unique setting for both sides to share the results of their research and exchange ideas. Speakers included:

• Maggie Johnson, director of education and university relations at Google, presenting on innovation in Google research and global university relations programs,
• Dr. Boon-Lock Yeo, head of engineering and research for Google China, providing an overview of innovation in China engineering and corporate social responsibility efforts and accomplishments, and
• Prof. Edward Chang, director of research for Google China, delivering a keynote on mobile information management and retrieval.

The discussions on November 17 focused on two tracks, mobile computing and natural language processing, while discussions on November 18 focused on curriculum development with a special focus on Android app development. The attendees also spent time discussing joint research and development between universities and industry.

This summit is part of a continuing to effort to collaborate with Chinese universities in order to support education in China. Click here for a list of the variety of education programs we have launched there in recent years. We look forward to expanding partnership opportunities in the future.