Comment by Riaz Haq on February 8, 2013 at 10:16pm

I have been told there are ways to get around the YouTube ban in Pakistan by using proxies to access videos....that's how many MOOC students in Pakistan taking courses at Udacity, Coursera, Khan Academy etc. have been able to continue taking classes.

They work by masking IP addresses.

Here's an example:

http://en.softonic.com/s/youtube-proxy-list

Comment by Riaz Haq on February 9, 2013 at 6:33pm

Here's a Daily Times report on AI and Robotics education in Pakistan:

ISLAMABAD: Robotics as a discipline of science and technology is being taught at the graduate and post-graduate levels by more than 60 universities of Engineering Science and Technology in Pakistan, official sources told Daily Times here on Saturday.

The research and development (R&D) in advanced fields of Robotics and Artificial Intelligence has also been undertaken by some of laboratories established in the R&D institutes and universities in Pakistan. The official in the Ministry of Science and Technology claimed that there is a technical group engaged in development of automation of industrial processes at the National Institute of Electronics (NIE), Islamabad. The group has developed Programmable Logic Controllers (PLCs), which are used in automatic industrial controls.

The Centre for Intelligent Machines and Robotics (IMR) at the COMSATS Institute of Information Technology has a Research Group, which is undertaking research related to robotics, computer vision and machine learning. The IMR Research Group is conducting basic and applied research in robotics technologies relevant to industrial and societal tasks; the robotics technology in Pakistan has the potential role in boosting the productivity and competitiveness. The researchers at CIIT are working for projects on visual guided robotic systems for use in surgery, navigation control, mapping and geometric representation of environmental parameters.

National Engineering Robotics Contest (NERC) is an inter universities robotics competition held annually since 2005 at the NUST. The contest is organised by HEC, the Science, Technology, Engineering and Mathematics (STEM) Careers Project with more than 60 Pakistani universities participating in the event, and aims to train individuals for engineering services in Pakistan, and cash prizes are awarded to the winners.

NERC 2011 held at the College of Electrical and Mechanical Engineering (EME), Rawalpindi from June 28 to July 2. Many universities like FAST, GIKI, LUMS, CASE and UET Lahore participated in the event, where students were encouraged to design, develop and programme their respective robots.

R&D projects on Tele-Surgical Training Robot and Simulators and Development of Intelligent Robotic Wheelchairs are being undertaken by NUST funded by ICT R&D Fund.

International workshops and seminars for knowledge sharing and events at national level for talent hunt among youth in the fields of robotics have been organised regularly at NUST. Specialisation in robotics is a popular choice for students going abroad to study under various scholarships schemes for research and PhD. This field offers job opportunities, and robotics engineers can apply their mastery in diverse fields like modern warfare, surgery, nano-technology and space-exploration.

The official claimed that developing a robot comes with the goal of finding a solution to the problem. Along with the technical know-how, interest in research is essential. This field has promising opportunities, with no boundaries and will continue to grow with the advancement of science and technology in the near future.

http://www.dailytimes.com.pk/default.asp?page=2013\02\10\story_10-2-2013_pg5_12

Comment by Riaz Haq on February 22, 2013 at 9:46pm

Here's an excerpt of a News Op Ed on online education by Dr. Ata-ur-Rehman Khan:

The national focal point of this distance learning initiative selected by the HEC is the Latif Ebrahim Jamal Science Information Centre located at the University of Karachi. Over 2,000 lectures from professors based in the US, UK, Europe and Australia have been delivered through this mechanism during the last three years.

A major advance in distance learning was the availability of MIT OpenCourseWare free of charge to the world. This provided over two thousand excellent undergraduate and postgraduate courses in various disciplines delivered by the MIT faculty. There are about 20 million website visits by students from 215 countries to benefit from these courses annually and an astonishing 100 million users have benefited from them so far.

We set up a mirror website of the MITCourseWare in Pakistan to facilitate downloading when I was chairman of the HEC. These Massive Open Online Courses (MOOCs) are also being introduced by Stanford and other universities. One such initiative, ‘Udacity’, was initiated by a Stanford professor last year and attracted 160,000 students to register for the course on artificial intelligence.

The fastest growing distance learning initiative, ‘Coursera’, was started by two Stanford professors of computer science and has already enrolled more than two million students worldwide. Harvard University has also followed the same path, teaming up with MIT to start online courses under a programme termed ‘edX’. These will be available free for developing countries.

Apple-iTunesU also offers access to websites of the leading universities in the world including Cambridge, Oxford, Yale etc, where free video lectures are available. The Khan Academy based in California has been providing school and college level materials for many years, many of which are dubbed in Urdu by a group based in NED University, Karachi.

Recently a meta search engine has been developed at the International Centre for Chemical and Biological Sciences at Karachi University to quickly search through all these materials, and arrangements have been made to make these materials available to students and academics in Pakistan free of charge through internet and television.

The Latif Ebrahim Jamal Science Information Centre is the HEC designated national focal point for the video conferencing and distance learning programmes. The formal inauguration of educational TV is expected to occur within a couple of months. This will be a huge leap forward for education in Pakistan, and I am thrilled to be a part of this exciting initiative to help bring quality education to the doorsteps of some 100 million youngsters of Pakistan who are below the age of 19.

http://www.thenews.com.pk/Todays-News-9-161624-Education-at-the-doo...

Comment by Riaz Haq on February 22, 2013 at 10:50pm

Here's a post on AI and Robotics Conf at NUST Pakistan:

Rawalpindi:The 1st International two days Conference on Robotics and Artificial Intelligence was organized at NUST, College of Electrical and Mechanical Engineering.The conference held under flagship of IEEE and National University of Sciences and Technology (NUST) on Monday.

ICRAI is the first of its series, and this conference will be held biennially. This conference covers latest and emerging trends in the fields of robotics and artificial intelligence including Intelligent Mechatronics and Robotics, Haptics, Tele and Medical robotics, Unmanned Vehicles, Prosthetics, Micro and Nano robotics, Artificial Intelligence, Neuro and Fuzzy control, Human Machine Interface and Automation.

Maj Gen. Obaid Bin Zakria, commandant college of E&ME welcomed all participants and guests at the opening ceremony. He highlighted the importance of research conferences around the world and said that this is how knowledge integrates into development of great ideas.

He appreciated the efforts put in by the Department of Mechatronics Engineering for arranging such an event. He said that NUST College of E&ME has been a home to novel, state of the art projects and the research work being done here is no less than the work done internationally. Our students are technically sound, very talented and extremely competent and the work presented in this conference is a proof of that.

Dr. Mahmood Anwar Khan, the Conference Chair informed that more than 110 research papers had been submitted to the conference and after a thorough review, 20 were accepted for oral presentation and 13 for poster. He also mentioned that the conference was graced by four International key note speakers from USA, UK and Korea.

Dr. Francisco Sepulveda from University of Essex, UK gave an interesting keynote talk on Brain Computer Interface Systems . At the end of his talk, he praised the level of research being done in Pakistan.

Dr. Lynn E Parker from University of Tennessee, USA said in her recorded message that The conduct of such an event in Pakistan shows the research maturity of the academic institutions . She further assured to attend the conference next time.

Dr. Younus Javed, Dean NUST College of E&ME emphasized that such events and meetings give a chance to form collaborative projects and research groups.

Dr. Javaid Iqbal, Head of Mechatronics Engineering Department appreciated the turnout at the conference and said that the aim of conference is to have collaboration of national and international researchers from a wide range of academic and professional backgrounds to bridge the gap.

At the end of the ceremony, the Chief Guest Dr. Javaid R. Laghari, chairman Higher Education Commission (HEC) gave souvenirs to the foreign keynote speakers.

In his address, the Chief Guest congratulated NUST College of E&ME for arranging 1st International Conference on Robotics and Artificial Intelligence in Pakistan.

He mentioned that conferences like this are not only a platform for great minds to meet but also a venue for research collaboration. He said that everyone should make the most of this opportunity and socialize and discuss latest topics of research.

He also mentioned that this conference was the first of its kind and expected it to grow over the years into one of the prestigious conferences in the field of Robotics and Artificial Intelligence .

A large number of participants from many Universities, colleges and research organizations of the country have benefited from this well focused and target oriented conference.

http://pakistan.onepakistan.com.pk/news/city/141930-1st-internation...

Comment by Riaz Haq on March 6, 2013 at 2:03pm

Top four online outsourcing sites Elance.com, oDesk.com, reelancer.com, and Guru.com report that Pakistan ranks number 3, after US (#1)and India (#2), in terms of freelancers doing outsourced IT work on contract. Bangladesh ranks fourth.

It also shows US, Australia and the UK as the top hiring countries.

All of the above-mentioned websites work in a similar fashion: companies post job requirements on these sites. Next, freelancers or IT-companies offer their skills and price for the project listed on the website. Finally, the company chooses the best type of bid for its job requirements.

http://swproposal.com/Blog/Topic/How_to_work_with_Elance_oDesk_Free...

Comment by Riaz Haq on March 11, 2013 at 10:23pm

Here's a NY Times piece on online education companies using videos:

While companies like Udacity and Coursera — providers of giant online open courses — are just beginning to introduce courses with fees that count for academic credit, other online learning companies have carved out a lucrative niche in courses on design, photography and other creative pursuits. CreativeLive, Lynda.com and others have tapped into an audience of customers who are highly motivated to hone skills that might help enhance their careers. The online courses are usually less expensive than intensive in-person workshops on photography and other subjects, and can attract top-notch instructors with their promise of big national audiences.

Amanda Picone, a wedding photographer in Babylon, N.Y., bought the CreativeLive course on photographing people in lingerie, a genre known as boudoir photography, because she thought it would enhance her appeal to clients, some of whom want boudoir shots. Ms. Picone learned that asking subjects to lift their chins slightly while posing can result in more flattering portraits.

“They’ve all been incredibly helpful,” Ms. Picone said of the several CreativeLive courses she has bought.

Investors are noticing the profit potential in this niche of online learning. In January, some of the venture capital firms behind Facebook and other technology companies pumped $103 million into Lynda.com, a maker of online training videos for software and other technical tools used by creative professionals.

And two of Hollywood’s largest talent agencies, Creative Artists Agency and William Morris Endeavor, have invested small sums in CreativeLive that signal their interest in using the company’s service as a new outlet for their celebrity clients. CreativeLive has raised a total of $8 million since last year, most of it from the venture firm Greylock Partners.
---------
“We love the idea that this could grow into another platform of scale and financial weight and could be another piece of the offering to our clients,” said Michael Yanover, head of business development at Creative Artists.

CreativeLive has a twist that most of its rivals do not: courses are broadcast live over the Internet and shaped in real time by input from a small studio audience and the much larger group of people watching online. About 20,000 to 60,000 people on average tune in for the live broadcasts. One exception was the audience for a three-day course by the author Ramit Sethi called “Essentials for Creative Entrepreneurs,” which topped 150,000.

In some cases, instructors earn six-figure payments for teaching multiday courses. In total, CreativeLive has paid “millions” to its instructors, said Chase Jarvis, a commercial photographer who co-founded the company in 2010.

“Creativity is the new literacy,” Mr. Jarvis said.

The company’s live broadcasts are free, but CreativeLive charges $19 to $249 for replays of the courses; 3 to 10 percent of its live audience ends up buying the replays because they were unable to tune into the entire course live or want to study it more closely.

“They see it as furthering their career or life,” said Mika Salmi, a longtime Internet and media executive who used to run Viacom’s digital operations and joined CreativeLive as chief executive last year. “This is an investment in me.”

----

Digital-Tutors has more than 1,000 courses on the special effects and graphics tools used by filmmakers and game developers, available to subscribers who pay $45 a month. Coursera, too, has begun to beef up its arts and design offerings, including a course titled “Introduction to Programming for Digital Artists” taught by an instructor from the California Institute for the Arts.

http://www.nytimes.com/2013/03/11/business/creative-learning-pays-o...

Comment by Riaz Haq on April 24, 2013 at 10:26am

Here's a Globe & Mail story on potential for MOOCs:

The world’s media recently reported how a new approach to online learning – called massive, open, online courses (MOOCs) – allowed a 12-year-old girl from Pakistan to study subjects like astrobiology from the worlds’ top universities. The story captured our attention, hinting at how education might open doors in ways unimaginable just a few years ago.

While the potential for change is dramatic in developing countries, new learning technologies have the power to revolutionize life for Canadians, as well.

A recent Statistics Canada survey suggests that as many as one third of Canadians have unmet learning needs. That is, because of family responsibilities, demands of work, or the challenges of location and time, many Canadians are unable to pursue the educational path they imagine for themselves.

How many great teachers have we missed in our elementary schools, because life circumstances prevented them from earning credentials? What about the mother who might make a terrific psychologist, but must also care for a disabled child? Are there entrepreneurs among us who could transform their rural communities, if they could gain competitive business skills? And could your bus driver be the next great Canadian novelist, if only she could get a boost from inspiring creative writing coaches?

MOOCs are certainly opening our eyes to the possibility of addressing these needs. They may also be the tail that wags the dog. The technology is evidence of dynamic forces at work to dramatically change higher learning.

Four factors are rapidly taking us beyond the tipping point for major change in postsecondary education: advances in understanding how people learn; transformative technologies; a shift in demand for new learning options; and rising costs for the current bricks and mortar model.

What is at play here is similar to the upheaval we’ve seen in the book, music and video industries. Technologies are driving dramatic new ways of enjoying these creative materials. The winners are almost everyone: There is massive access now to the very best works of art. But with the new forms of access come new forces of change, and pressure for the creators of these materials to rapidly adapt to new forms of content created in different ways and by almost anyone.

The analogy is imperfect, however. Education is not a product to be passively consumed. Just as people still want to attend a concert, go to a high-quality bookstore, or prefer to see a hockey game in person rather than on TV, there will still be a place for physical classrooms and the exciting face-to-face experiences of learning.

However, the factors mentioned above are pushing us to adopt more effective teaching methods like “flipped” classrooms, where students review material online, and spend valuable class time in discussion and analysis. They are pushing us to make more use of blended learning, which involves a varied mix of technologies outside and inside class time. And they are pushing us to offer more high quality fully online programs. All together these represent an approach often called flexible learning.

The challenge will be managing this profound change. Professors are not dispensers of information. They are guides through the growing vastness of information – provokers of critical thought and analysis, facilitators and mentors who can effectively channel discussion so that the learning becomes a personal and a shared effort.

For those who are passionate about education, the possibilities of change outweigh the anxieties. After leading UBC’s first MOOC on game theory, a course that attracted 130,000 learners, Prof. Kevin Leyton-Brown, an associate professor of computer science, enthused that he had four times as many Canadians in his course than he had taught in 10 years as professor.

Seven years ago Nobel Laureate Carl Wieman chose UBC to host his initiative to enhance undergraduate science education by building on research in pedagogy and brain science. Over the past ten years, UBC has rebuilt its medical faculty to double the number of students through an innovative distributed education model, using technology to train doctors at sites across British Columbia.

We don’t know yet what the future holds, but I invite universities across our country to join with us to embrace the challenge to develop innovative learning opportunities. Together we can open worlds to 12-year-old Pakistani girls and boys. But we can also unleash a new level of creativity and potential for Canadians.

http://m.theglobeandmail.com/news/national/education/technology-wil...

Comment by Riaz Haq on July 24, 2013 at 2:06pm

Here's an Atlantic Magazine story on Pakistanis taking MOOCs at MIT:

It's more than 11,000 kilometers from Shakargarh, a city in northeastern Pakistan, to the venerated halls of the Massachusetts Institute of Technology, one of the top universities in the United States.

Twenty-five-year-old Khalid Raza lives in Shakargarh but is taking "The Challenges of Global Poverty," a course taught by a former adviser to the World Bank and a professor of international economics at MIT.

Recently, while on the bus, he pulled out his laptop and submitted one of his first assignments.

"It was an amazing experience when I was submitting my assignment," he said. "I was traveling and my friend was sitting with me. When I submitted my assignment, after some time he asked me a question, 'What are you doing?' So I told him the whole story, that I am taking a course from the U.S.A. He was so surprised and shocked."

The experience -- something Raza says he never thought would be possible -- doesn't cost him a single rupee. All he needed was the interest and an Internet connection to reserve his seat in a virtual MIT classroom.

Raza is one of the several million learners worldwide to have discovered "massive open online courses," or MOOCs. While a number of universities attempted to introduce free online courses in the early 2000s, MOOCs have only begun to catch fire in the last year. Today, the silly-sounding acronym has become a buzz word, and is one of the hottest topics in education.

A group of U.S. education technology startups, in partnership with dozens of top U.S. universities, now offers MOOCs on everything from poetry to physics. Course platforms feature lecture videos, other multimedia content, embedded quizzes, discussion boards, and online study groups. Essays and other projects less suited to automated grading are reviewed by classmates based on rubrics. Interaction with professors and teaching assistants is rare. Completing a course earns you a certificate, and several U.S. schools have begun to accept MOOCs for credit.

The startups' founders say their goals are at once practical and humanistic -- an effort to overcome rising education costs and a shortage of resources and make top-quality learning accessible to the masses.

Anant Agarwal, an MIT professor, is the president of edX, a nonprofit collaboration between his university and Harvard University that currently offers more than 60 MOOCs.

He believes his and similar projects are nothing short of transformative.

"I think education is not going to be the same ever again," Agarwal says. "I really describe this technology and MOOCs as the biggest revolution in education since the printing press -- and that happened 500 years ago."...

http://www.theatlantic.com/international/archive/2013/07/what-happe...

Comment by Riaz Haq on July 24, 2013 at 4:40pm

Here's a piece discussing MOOCS with references to Pakistan:

While the opportunities, challenges and controversies surrounding MOOCs inside the classroom discussed yesterday are very real, there’s one part of the educational multiverse that views new, free, high-quality online courses as entirely upside: international universities (especially those in the third world).

Like their US counterparts, prestigious centers of higher education in places like Europe are looking at MOOCs through the lens of opportunity and competition. But for countries like Pakistan or Kenya, free content from institutions like Stanford, MIT and Harvard is being plugged into an online teaching backbone to deliver high-level learning in places remote and often impoverished.

These benefits were brought home to me during this week’s LINC conference where the leaders of virtual universities in Africa, Pakistan and Mexico introduced us to the missions of their institutions and the challenges they face trying to educate huge numbers with limited resources.
-----------
Limited teaching resources are particularly acute in places like Pakistan where three million new students enter the primary and secondary school systems each year, far faster than new teachers are coming out of the tertiary education system to provide support. Which is why leaders like Naveed Malik of the Virtual University of Pakistan have been recruited to bring some of the technology and techniques they have successfully implemented in Pakistani higher ed into primary and secondary school grades....

http://degreeoffreedom.org/moocs-and-the-global-classroom/

Comment by Riaz Haq on July 25, 2013 at 5:46pm

Here's Economist magazine on "The Attack of the MOOCs":

DOTCOM mania was slow in coming to higher education, but now it has the venerable industry firmly in its grip. Since the launch early last year of Udacity and Coursera, two Silicon Valley start-ups offering free education through MOOCs, massive open online courses, the ivory towers of academia have been shaken to their foundations. University brands built in some cases over centuries have been forced to contemplate the possibility that information technology will rapidly make their existing business model obsolete. Meanwhile, the MOOCs have multiplied in number, resources and student recruitment—without yet having figured out a business model of their own.

Besides providing online courses to their own (generally fee-paying) students, universities have felt obliged to join the MOOC revolution to avoid being guillotined by it. Coursera has formed partnerships with 83 universities and colleges around the world, including many of America’s top-tier institutions.

EdX, a non-profit MOOC provider founded in May 2012 by Harvard University and the Massachusetts Institute of Technology and backed with $60m of their money, is now a consortium of 28 institutions, the most recent joiner being the Indian Institute of Technology in Mumbai. Led by the Open University, which pioneered distance-learning in the 1970s, FutureLearn, a consortium of 21 British, one Irish and one Australian university, plus other educational bodies, will start offering MOOCs later this year. But Oxford and Cambridge remain aloof, refusing to join what a senior Oxford figure fears may be a “lemming-like rush” into MOOCs.

On July 10th Coursera said it had raised another $43m in venture capital, on top of the $22m it banked last year. Although its enrolments have soared, and now exceed 4m students, this is a huge leap of faith by investors that the firm can develop a viable business model. The new money should allow Coursera to build on any advantage it has from being a first mover among a rapidly growing number of MOOC providers. “It is somewhat entertaining to watch the number of people jumping on board,” says Daphne Koller, a Stanford professor and co-founder of Coursera. She expects it to become one of a “very small number of dominant players”.

The industry has similar network economics to Amazon, eBay and Google, says Ms Koller, in that “content producers go to where most consumers are, and consumers go to where the most content is.” Simon Nelson, the chief executive of FutureLearn, disagrees. “Anyone who thinks the rules of engagement have already been written by the existing players is massively underestimating the potential of the technology,” he says.

Certainly, there is plenty of experimentation with business models taking place. The MOOCs themselves may be free, but those behind them think there will be plenty of revenue opportunities. Coursera has started charging to provide certificates for those who complete its courses and want proof, perhaps for a future employer. It is also starting to license course materials to universities that want to beef up their existing offering. However, it has abandoned for now attempts to help firms recruit employees from among Coursera’s students, because catering to the different needs of each employer was “not a scalable model”, says Ms Koller......

http://www.economist.com/news/business/21582001-army-new-online-cou...

Comment

• ‹ Previous
• 1
• 2
• Next ›
• Page