This course aims to teach everyone the basics of programming computers using Python. We cover the basics of how one constructs a program from a series of simple instructions in Python. The course has no pre-requisites and avoids all but the simplest mathematics. Anyone with moderate computer experience should be able to master the materials in this course. This course will cover Chapters 1-5 of the textbook “Python for Everybody”. Once a student completes this course, they will be ready to take more advanced programming courses. This course covers Python 3.
Interview: Daphne Koller - Building Coursera
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Del curso dictado por University of Michigan
Programming for Everybody (Getting Started with Python)
41628 calificaciones
De la lección
Chapter One: Why We Program (continued)
In the first chapter we try to cover the "big picture" of programming so you get a "table of contents" of the rest of the book. Don't worry if not everything makes perfect sense the first time you hear it. This chapter is quite broad and you would benefit from reading the chapter in the book in addition to watching the lectures to help it all sink in. You might want to come back and re-watch these lectures after you have funished a few more chapters.
Conoce a los instructores
Charles SeveranceAssociate Professor
School of Information
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Our company's mission is to educate the world.
We believe that education is the great
equalizer and that many of the world's problems
could be made a lot better if more people had access to education, and that
includes problems like unemployment, like hunger, even
extremism, and if you educate people you open doors for them,
to make life better for
themselves, for their families, and for the communities.
For me this project started about four years ago when a group of us
who had been award-winning faculty were invited by John Bravman who was then the
Vice Provost for undergraduate education at Stanford
and he invited us to talk about how
to open up more room in the
curriculum for a meaningful engagement between faculty and students.
And there were a bunch of us in the room and ideas were thrown around.
Nothing particularly gelled.
And then two months later I happened to be at
a Google Faculty Summit, listening to a talk about YouTube.
And all of a sudden it came to me that instead of lecturing in the classroom,
the same lecture that I'd been giving for fifteen years,
telling the same jokes at the same time,
maybe we could take that, and preserve it, and in fact make it available to students
in a much more engaging format that has
more interaction than you get in a classroom.
So I went to, back to John Bravman and he got very enthusiastic and
he took me to see President John Hennessey of Stanford, who also was very excited
and in fact supported this project with a generous seed grant in order to
try and build up the technology as well as the pedagogy for making this happen.
And so we piloted this in my class and developed some of the
ideas that ended up making their way into Coursera, including the short video
chunks, the integration of assessments into
the video stream, the significant number of
autograded assessments that allow the students
to test their knowledge of the material.
And, and so that was part of the project.
And then in parallel to that, my colleague and co-founder
Andrew Ng was actually working on a different trajectory, which is let's
teach the world, and ended up developing pieces of the design
and technology and pedagogy independently in the context of this other project.
And at some point we realized that the projects were remarkably well
aligned because the same ideas, the same designs, the same contents could
be used for both improving the quality of the instruction for our
on-campus students and for offering a
meaningful course experience for the world.
And so that realization culminated in the fall of 2011
with the three large Stanford classes
that Stanford opened to the world, the machine learning class,
the database class, and the AI class.
And each of those classes had an enrollment of
100,000 students or more, which was just
a completely mind-blowing experience because no one
expected that to have this level of uptake.
And so in the fall, after we saw that this was
happening, we realized that we needed to do something with this.
We needed to build up on this success
and do something even bigger and more impactful.
And it seemed clear that in order to let this have as,
the largest impact that it could possibly have in
terms of teaching all these people around the world who
would never have access to this kind of high-quality education,
we needed to make this available not just to Stanford, but to a number
of top institutions who could offer their great content to all of these people.
And so that's when we decided to spin this out of Stanford
and make this, build up this platform that would provide this great
experience for students as well as a good experience for faculty to
effectively offer these large online classes that they could open to the world.
>> But were you preparing for the fall of
2011 for like a year, or, or did you just?
>> No.
It was kind of of a bit of a last-minute decision
to try out these classes in this format.
And I don't think anyone anticipated the extent to which this would take
off and have this huge impact, and uptake in the world.
>> So, really you kind of were laying down a lot of the early code in the fall.
>> Yeah.
>> [LAUGH]
>> So, what happened was in I think August is when
the decision was made, and we realized that the platforms that
we had been using inside Stanford were just not up to
the task of being available, robustly, to hundreds of thousands of students.
Or even tens of thousands, which is what we thought we would have at that point.
And so we started to build up a platform from scratch
using a group of graduate students and three undergraduates, just unbelievably
talented individuals, who ended up also being the core group that
would form the engineering team of Coursera down the line.
One of the things that we tried to
build into this project from the very beginning are opportunities
for interaction of the students with the material, as
well as interaction of the students with their peers.
And there's different ways in which that happens.
In terms of interaction with the material, we do
a lot of active exercises where the system basically checks
the student's work so that the student is told whether
he or she are actually getting the material or not.
And it's important that those tests, those, those
assessments, if you will, are deep and meaningful.
And on the other hand, they also need to be graded at scale, because when you have
a hundred thousand students you can't have a TA or
an instructor in the loop manually checking papers.
And so we have all sorts of different things that we can check at scale.
You know, multiple choice is the obvious
one, but one can also check numerical answers.
One can check, check math.
One can autograde programming assignments, and by programming
assignments that just don't mean just code for computer sciences.
An Excel spreadsheet is a programming assignment in effect too, and you
can now grade a financial model or a marketing model as well.
But none of those are the kinds of solutions that would allow us to support
all of the classes that we would like,
specifically when you want classes that require
something that's more critical thinking where a
student would need to write down some argument
for one thing versus another or discuss the
arguments or the causal chain behind some historical event,
or do a, a detailed analysis of a legal case or something.
You cannot do that using autograding right now.
Maybe if, maybe down the line, artificial intelligence will solve that problem
for us, but I'm not counting on it in the near future.
And so how do you do that?
And that's where, again, the social component of the platform,
which is the other big piece of it, has come to our help
because we ended up putting in place a peer-grading
pipeline where students can robustly and reproducibly grade each other's work.
And it turns out that not only that is an effective way of
grading at scale, it's also a valuable
learning experience for the students, and studies have
not, not by us, but by educational researchers, have shown that peer
rating teaches the students something, as well
as provides a scalable solution to grading.
One of the things that we try to build in is
an opportunity for students to interact with each other in meaningful ways.
And have one student help each other through the hard bits and
have the students work together to achieve a better outcome for everyone.
And so, for example, we had a question and answer forum where
students really were the primary ones
responsible for answering each other's questions.
And there was a real community built up
around that where students felt incredibly motivated to
help each other and answer each other's questions
to the point that in the fall quarter of
2011, the median response time for a question
posted on the forum was 22 minutes, which
is not a level of service that
I, as an instructor, have ever offered my students.
But because there was such a broad
worldwide community of students all working together,
there was, even if you were doing something
at 3 o'clock in the morning, chances are that
somewhere around the world, there would be somebody
who was awake and thinking about the same problem.
And so that social community was really an
essential part, I think, of the student's experience.
And critical to the engagement and retention
of students in the, in the course.
>> I just imagine these people living in Zurich
getting together in a coffee shop
and as a study group.
So what, what were some of your experiences,
or others' experiences on study groups?
>> So it turned out that study groups were something that we hadn't
built into the platform originally, it's something that we will do soon.
But it grew organically. So people basically, without even being suggested
to do that, ended up constructing study groups on the Q&A forums.
So they said that, we have a study group in London, who wants to join us?
We have an, a, a study group of, of Arab speakers or Hispanics or different
types of groupings depending on, you know,
geography or language or, or sometimes other things.
We have, in one class, a global
study group, which is specifically people who are looking
to connect to people who are not part of their local culture and geography.
And so this was really a fun thing for the students and some of them met physically,
those that had geographical proximity, and others just communicated in the
virtual space, but this organic growth was just such a powerful thing for
students that we really quickly realized that
we needed to build this into the platform.
>> You probably are so busy that you don't have any time to
think too far in the future, but I'm going to just sort of see.
Where, what's your dream?
>> Our dream is that anyone around the world will have
an Internet connection, maybe via mobile device, which seems to be
the way to go in most developing countries right now because
of the way the infrastructure is developed, or not developed until now.
And that people will be able to learn the things
that they care about. And some of these will
be things that are pragmatic and will help them
get a better job and make more money so they
can support their families. And some of them will
be just ways to expand one's understanding and one's imagination
by learning amazing things that you didn't know about
because I think it's unfortunate that for most of us
learning ends when we finish high school or when we finish college and that's
the last time we learn anything. And wouldn't it be really cool if we had
access to a life-long learning experience that, where you could come and say,
I think this is a really cool topic and I'd like to learn more about that.
And you would have access to a really amazing course
taught by the top scholar in his or her field
that could teach that.
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