This blog is for educators, academicians, students and those who are interasted to integrate technology in class room.

Archive for May, 2013

Open Educational Resources (OERs):Locating, Creating, Licensing and Utilizing OERs,

Why Open Education (and resources!) matters

Open Educational Resources (OERs) are the future of education, and that learners and educators everywhere benefit from their proliferation and use.The goals of OERs include defining OERs, demonstrating how to create and interact with them, and exploring how to include them in the teaching and learning processes.These OERs are openly licensed for reuse, usually through a Creative Commons license, which allows them to be integrated into any type of learning environment, including being printed and bound.

Learning Objectives:

  1. Recognize the different types and formats of Open Educational Resources and determine which are appropriate for their own Open Educational Resource development.
  2. Apply an understanding of free and open-access materials and peer production to their own Open Educational Resource development.
  3. Efficiently locate existing Open Educational Resources.
  4. Integrate existing Open Educational Resources into their own Open Educational Resource development.
  5. Construct an Open Educational Resource that assures copyright laws and ADA have been addressed.
  6. Choose and apply a Creative Commons License to their Open Educational Resource and understand the philosophy of sharing content.
  7. Apply and/or publish an Open Educational Resource within a classroom environment and/or repository.
  8. Accurately tag and/or establish the metadata for an Open Educational Resource.

Learning Outcomes:

You will be able to locate, modify, and/or develop, and effectively tag Open Educational Resources that will be integrated into the classroom or submitted to an Open Educational Resource repository.

Module:1 What is Open?

Open education, including Open Educational Resources, Open Textbooks, Peer Production, and Open Universities

Learning Outcomes:

  • Describe what an open textbook is and how it can be used.
  • Describe the peer production process and how it contributes to openness.
  • Explore the concept of open universities and the various definitions of “open” in that context.

There is a lot of confusion over the differences between the terms “free” and “open,”when we use the term “free,” it means no financial exchange for the product or service. Some see “free” as in “freedom”; however, most people associate it with no charge, and this is usually the best interpretation of a service or resource that is labeled as “free.”

Open encompasses both “free” (as in no charge, as discussed above) AND free as in freedom to reuse, revise, remix, and redistribute (the four R’s).

Open Content definition from David Wiley found at http://opencontent.org/definition/. Wiley refers to open content as meeting the “4R’s”
  1. Reuse – the right to reuse the content in its unaltered / verbatim form (e.g., make a backup copy of the content)
  2. Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
  3. Remix – the right to combine the original or revised content with other content to create something new (e.g., incorporate the content into a mashup)
  4. Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)

So, we can say  that free and open are really not one in the same, even though people will sometimes use them interchangeably.

Reference

Wiley, D.(n.d.). Defining the open in open content.Retrieved from http://opencontent.org/definition/

What is an Open Educational Resource? Why is the OER movement growing in popularity so quickly? Why would you want to use or create OER materials? How do you license OER materials?

In the first of this OER webinar series, Cathy Casserly, CEO of Creative Commons, will answer these questions and more in an interview by Mitchell Levy, CEO of Happy About. Cathy is formerly the Director of OER Initiatives at The William and Flora Hewlett Foundation. She was also Senior Partner and the Vice President for Innovation and Open Networks at the Carnegie Foundation. Several OER collections will be reviewed including College Open Textbooks, Connexions, MERLOT and SoftChalk CONNECT.

Open Textbooks: A Brief Overview

Module:2  Creative Commons and Copyright 

Learning Outcomes:

  • Develop an understanding of Copyright and Fair Use
  • Differentiate how and when to use the different types of CC licenses
  • Describe the decision making process related to selecting the “right” tool for the content and application
  • Discuss attribution and what needs to be considered when using work that has been licensed under CC
  • Use the CC license chooser when creating open content
  • Practice combining or “remixing” different types of open content

Copyright for Open Educational Resources

Creative Commons

Selecting the Correct Creative Commons License

Module:3 Locating and Evaluating Open Educational Resources

Learning Outcomes:

  • Explore how to locate open educational resources.
  • Explore the difference between an OER repository and a OER list.
  • Evaluate open educational resources.
  • Perform an OER search and share the results of his/her findings.

Finding and Using OER: The Where and the When

Where can you find quality OERs? Where are they distributed, and where and when should you use them? Are they easy to find? What kind of standards (quality, accessibility, licensing) are relevant and why are they important?

OER Repositories and Lists

Locating materials in the OER Commons, Part 1

Creative Commons License 
Locating materials in the OER Commons, Part 1 by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at http://www.screencast.com/t/bOoyX9nCQpK.

Locating videos in the OER Commons, Part 2

Creative Commons License 
Locating materials in the OER Commons, Part 2 by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at http://www.screencast.com/t/ssxiTnL3zgsE.

Searching Florida’s Orange Grove

Creative Commons License 
Locating materials in the Orange Grove repository by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at http://www.screencast.com/t/inIBwjDPsW2.

Searching InTech 

Creative Commons License 
Searching through InTech by Mark McBride is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at http://www.screencast.com/t/41QEnSbqL52.

Some other tutorials and YouTube channels on searching OER repositories

OER Commons

Orange Grove Channel on YouTube

Creative Commons YouTube Channel

Reference list of commonly accessed OER repositories and lists.   Also browse this link to Wikieducator’s OER Handbook for Educators:

http://wikieducator.org/OER_Handbook/educator_version_one/Find

 Module:4 Creating Open Content

Learning Outcomes:

  • How to use  a variety of platforms to create open content
  • How to incorporate OER into your curriculum
  • The steps you need to follow when creating open content

Things to be consider,

Creating new open content vs. remixing content

Before you begin to create open educational resources, it is important to understand the difference between between licensing content you have created entirely on your own and licensing content that is a remix of other works (peer produced).

Creating your own content:

What are you creating?
Who are you creating it for?
How are you creating it?
How open will it be? (keep in mind the technology you use to create an OER)

Creating content that includes works from others (Remixing):

The biggest concern when remixing is making sure that the items you are mixing together are licensed in a way that is compatible with each other.

Questions to ask:

  1. Does the item you want to use have an open license (ie. creative commons, GNU)?
  2. Are all of your items licensed in a way that are compatible with each other?
  3. How will you license your new remix so that it is a legal license?

This takes a little practice to understand. For example, CC-BY-SA can’t be remixed with CC-BY-SA-NC. If you’re not sure why not, you may want to consider completing Pursuit 2: Copyright and Creative Commons before completing this pursuit. There you will find an OER Remix game developed by David Wiley that will allow you to practice your OER mixing skills.

Creating OER: The WHO and the HOW

These questions, and more, will be answered by Rob Abel from IMS Global and others. In addition we will discuss different models for developing OER materials and demonstrate various authoring tools for creating OER content.  Models for OER development will include work by the math department at the College of the Redwoods. You will also see how Jacqui Cain from Tacoma Community College, as part of a Bill and Melinda Gates foundation grant, re-purposed Sherlock Holmes stories to create a full online course in Remedial English.

The OER series is sponsored by College Open Textbooks,ConnexionsIMS GlobalMERLOT and SoftChalk

Who is developing OERs? Who should be? How are they doing it? How can standards allow OER content interoperability? How can standards assure quality? How can I get started? How can I find the tools for creating OER content?

 

Audio and Podcasts:

Introduction

Audio resources are an excellent alternative (or complement) to text resources.  When integrated correctly, they enhance the learning experience by providing a quick reference for students and a personal touch to the subject matter.

Audio files are commonly referred to as podcasts.  The term ‘podcast’ is a hybrid of two words: iPod, referencing Apple’s mp3 player, and broadcast.  However, an iPod is not required to listen to a podcast.  A podcast is simply a broadcast of a digital recording that is made for downloading or streaming to a personal computer or portible electronic device (1). Typically, audio files prepared for delivery for podcasts are encoded (compressed) using the .mp3 compression algorithm.

Applications

Audio resources can either be created by the instructor or the instructor can choose to integrate existing open-licensed audio files into courses.

Creating Podcasts

There are many free services that allow users to easily create podcasts.  One of the most popular open source applications is audacity, which is used in tandem with the  LAME mp3 encoder.

Here is an excellent Youtube video that covers the installation process for Audacity:

Also, there are a number of other Audacity and LAME tutorials available on YouTube.(2)

Once created, audio files can be given a Creative Commons license and submitted to an OER repository.  Not sure what Creative Commons is?  Consider completing the ‘Creative Commons’ pursuit within this course and then using/producing CC licensed music files in/for your OER.

Creating Screencasts

screencast is a video recording of computer desktop activity that may also include narration. Narrated screencasts can be integrated into instruction to provide step-by-step procedural guidance in using software applications.(3)

A sampling of free screencasting software includes:

Searching For (and Integrating) Podcasts

Since these files can be quite large, it’s important to consider how they will be hosted.

Hosting

“Hosted” means the location where the audio file will be stored.  When working within higher education, how audio files are hosted will vary by institution.  Some institutions have streaming servers for audio and video, while others provide alternative space for faculty to store files.  However, in most cases audio files should never be stored directly within a learning management system like ANGEL or Blackboard, as this inflates the size of the course and makes it difficult to work with.

A third option that is institution-agnostic is to host audio files within the cloud.  The “cloud” (or cloud computing) refers to the use of networked facilities for the storage and processing of data rather than a user’s local computer.  Access to files, data or services is typically done via the Internet. (4)  So, in short, audio files can be developed, stored, and accessed within applications that automatically host and stream the content.

Services that allow for the easy storage of MP3 podcasts include:

Ipadio is especially useful because it allows users to create broadcasts from their phones.  It also automatically transcribes the podcast, allowing users to post a transcript of the session (thereby ensuring accessibility for all).  Read more about audio, video and accessibility here.

iTunes isn’t listed above because it acts as a directory service, providing listing updates for podcasts, rather than actually hosting audio files. See the iTunes “making a podcast” documentation for more information on RSS feeds (XML files that the iTunes Store processes in order to create podcast listings)

(1) podcast, n. Third edition, September 2006; online version June 2012. <http://www.oed.com/view/Entry/273003&gt;

(2) Licensed for reuse by Wikiversity under the Creative Commons Attribution-ShareAlike 3.0 Unported License (“CC BY-SA”) Content created by Teemu Leinonen and Hans Poldoja in http://en.wikiversity.org/wiki/Composing_free_and_open_online_educational_resources_2011

(3) PC magazine. online version January 2012 <http://www.pcmag.com/encyclopedia_term/0,2542,t=screencast&i=60127,00.asp&gt;

(4) cloud, n. Second edition, 1989; online version June 2012. <http://www.oed.com/view/Entry/34689&gt;; Earlier version first published in New English Dictionary, 1891.

Video and Images:

 A picture says a thousand words – Images as OERs

Many of the concepts in this section of the pursuit mirror those within the previous page (Audio and Podcasts).  The following resources are provided to assist you in producing the highest quality multimedia OERs as possible, as well as ensuring that they are accessible to all learners.

Applications (Images)

Searching for Images

There are a number of ways to locate high-quality images that are licensed for reuse.  The best way to start is with a Creative Commons search:

http://search.creativecommons.org/

It is important to note, however, that search.creativecommons.org is not a search engine, but rather offers convenient access to search services provided by other independent organizations. CC has no control over the results that are returned. Do not assume that the results displayed in this search portal are under a CC license. You should always verify that the work is actually under a CC license by following the link. Since there is no registration to use a CC license, CC has no way to determine what has and hasn’t been placed under the terms of a CC license. If you are in doubt you should contact the copyright holder directly, or try to contact the site where you found the content.

This content licensed by Creative Commons under a Creative Commons Attribution 3.0 License.

Flickr also has a portion of its site devoted to Creative Commons licensed images.  These images are sorted by license type, and are easily searchable.  Many are also editable using the tips provided below; just be sure to check the license before altering and re-licensing an image: 

http://www.flickr.com/creativecommons/

If you need help downloading a Creative Commons licensed image from Flickr, try this wikiHow article entitled, How to Find and Download Creative Commons Images from Flickr.   Content on wikiHow is shared under a Creative Commons License.

Finally, Google’s advanced search features will also allow you to isolate Creative Commons licensed images.  For a detailed tutorial on the three search types listed in this pursuit, view the video below:

Creating Images

Though this topic does not technically fall under the OER umbrella, you may find these tips on composition, display, etc. useful as you begin your journey creating OER images:

Once you have taken your photos or located your photos using the search tips provided above, you may want to edit your photos to better suit your needs before licensing or re-licensing.  Here are some suggestions for photo editing software (Please note that not all of these programs are free or open.  You will need to determine which is a proper fit for your needs).  

  • Adobe Photoshop Express – web-based image editing software
  • Gimp – powerful free image editor for Windows, Mac and Linux
  • GimpShop – GIMP modified with an interface similiar to PhotoShop
  • Paint.NET – image editor for Windows
  • Picasa – photo management and editing software by Google
  • Seashore – free image editor for Mac

Additional information on this topic can be found in the article “7 Image Editing Tools to Create Top-Rate Visual Content” by John Haydon, which is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported.

Once you’ve created your photos, you will want to license (or re-license) them using Creative Commons.  You may also want to share or redistribute them.  Here are some suggestions:

Websites for sharing photos under open licenses:

  • Wikimedia Commons – open photo and media database by Wikimedia Foundation
  • Flickr – popular photo sharing site owned by Yahoo, only part of the images are under Creative Commons licenses
  • CC Wiki – Featured Image Sites – image sites using Creative Commons licenses

This content licensed for reuse by Wikiversity under the Creative Commons Attribution-ShareAlike 3.0 Unported License (“CC BY-SA”)

Video

–  (video) should be providing the visual counterpart of the literary essay, should arouse our dreams, satisfy our hunger for beauty, take us on journeys, enable us to participate in events, present great drama and music, explore the sea and the sky and the woods and the hills. It should be our Lyceum, our Chautauqua…and our Camelot. (E.B. White, 1966)

Locating video

Like images, there are many ways to locate quality video that is licensed under a Creative Commons license.  As with images, the best place to start is with a Creative Commons search of Youtube or Vimeo, two of the most popular sources for videos on the web: http://search.creativecommons.org/

Remember that search limitations apply (as discussed above in ‘Images’).  It is always the responsibility of the user to determine whether or not the desired content is available under a Creative Commons license that allows for reuse and/or adaptation.

In addition to a Creative Commons search, there are a number of video databases that contain video licensed for reuse and/or adaptation.  However, it is important to remember that not all the videos on these sites are usable in OER.

  • Video Lectures – Hundreds of on-demand video lectures, most of which are available under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license
  • TeacherTube – Videos for teachers by teachers
  • Archive.org – Click on the ‘Videos’ link for a database of older films sorted by topic.  Also offers an increasing number of newer films
  • Sutree – Aggregator of how-to videos from across the web
  • Scivee – Videos on publications and research across the sciences (Link to Brochure)

Licensed for reuse by Wikiversity under the Creative Commons Attribution-ShareAlike 3.0 Unported License (“CC BY-SA”)

Editing Video

Anyone can create a video using a digital recorder, camera, or phone and then upload it to Youtube or Vimeo, but open source video editing options are very limited at the moment.  Those services that do exist are very limited and often produce poor quality results.  We encourage members of the OER community to offer their experiences with using open source video editing software in the Community Area of the course (use the course menu to navigate to this area).  We will continue to update this section of the course as we obtain new information on the topic.

Creating Accessible Video and Audio

User accessibility must be considered when creating and licensing OER videos so that users all are able to access the information contained therein.  A brief overview of the basic principles of creating accessible audio and video can be found here.  The page also discusses a number of solutions for the closed captioning and/or transcription of audio and video.

You may also wish to explore the principles of Universal Design for Learning, which will assist you in creating fully accessible OER content.

Creating an Open Course:

If you are interested in creating an open course, you must first find a platform in which to place your content. A good place to start is wikieducator. They offer free workshops throughout the year related to the development of content in the wiki and the CC license. They have a large support network and will be there for you every step of the way.

You might also consider an open source or free Learning Management System, such as Blackboard’s Coursesites (the LMS used for this course), Canvas, or Moodle.  It is important to review the features of each of these systems to determine which would be important to you.  You can read more about our choice of Coursesites for this open coursehere.

By now you’ve realized it is easy to get overwhelmed. There is so much out there that you may suddenly feel you are drowning in information, resources and tools. Take your time, start simply and pick the resources and tools you feel comfortable with. When creating your course, start with the traditional steps. First, think about who your audience will be. Who do you expect to enroll in your course? Is it meant to be used within your college or will you open it up like a Massive Open Online Course (MOOC)?

Create a general outline of how you envision the course progressing, learning activities and what content you want to include. Then, slowly starting exploring what content is available and think about what tools you might want to use.

Another thing to keep in mind is the interest and demand for the development of OER as a way to make education more accessible. There are several grant opportunities available such as the Hewlett Foundations Grantseekers program.

Listen to this Google Hangout with Carol Yeager and Betty Hurley-Dasgupta from Empire State College as they discuss their experiences with developing and offering open courses and MOOCs:

Module:5 Open Access

Main source and references: https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/index.html

Curriculum Design and Development : A Scientific Process

The ADDIE Model

ADDIE is an acronym for Analysis, Design, Development, Implementation, and Evaluation. This model guides you through the process of creating effective educational courses and materials for your audience. While there are variations of this model in the industry, the concepts are the same. As a professional, this model is more than just an acronym. It is a blue print for success.

The ADDIE model is the blue print for instructional designers.

The Analysis is the most important step in the process. It helps you to determine the basis for all future decisions. A mistake that many beginners make is not conducting a proper analysis at the beginning. It is this analysis that helps you identify your audience, limitations or opportunities, or other important points that will be useful in the design process.

The Design process is the brainstorming step. This is where you use the information obtain in the Analysis phase to create a program or course that meets the needs of your customer or audience. There are many forms of the design process and it can be very tedious at times. Testing your concepts in the design phase will save you time and money.

The Development phase focuses on building the outcome of the design phase. This process consumes much of the time spent in creating a sound educational program or course. It includes various steps such as initial drafts, reviews, re-writes, and testing. For larger corporations, this phase can involve numerous individuals to include subject matter experts (SME), graphic artists, and technical experts. For elearning courses, this phase could require additional assistance for managing server space and technology.

The Implementation phase includes more processes than simply presenting the materials developed. While the concepts and materials have been tested throughout the process, the implementation phase can uncover topics that require further development or re-design work. The processes for this phase vary based on the size of the organization, the complexity of the program or course, and the distribution of the materials. This includes such concepts as test pilots, train-the-trainer sessions, and other delivery methods to present the materials.

The Evaluation phase plays an important role in the beginning and at the end of the process. Evaluation objectives reflect much of the discoveries found in the Analysis process. These discoveries include the objectives and expectations of the learner. When looking at the process, you must avoid the thought that it is structured in a chronological order. Rather, the ADDIE Model is a continuous circle with overlapping boundaries. Of all of the process phases, the evaluation phase is the lest understood.

Source:http://www.instructionaldesignexpert.com/addie.html

Introduction to Instructional Design

ADDIE Model | ADDIE Phases | Other Models | More Info

Technology is defined as applied science.  Engineering is the technology of applying physics to the design of buildings, chemicals, electrical systems, etc..  Instructional design, in comparison, is the technology of applying learning and instructional theory to the design of quality instruction.s

Quality of instruction is often measured along three dimensions: effectiveness, efficiency, and cost.  The effectiveness of the instructions deals with how well did the instruction enable learners to achieve the expected outcomes.  Efficiency has to do with time and energy expended to complete the instruction.  Cost of the instruction encompasses all expense incurred throughout the design and delivery of the instruction.

Since many faculty are not formally trained in instructional design principles, the purpose of these tutorials is to help fill the gap between being a subject matter expert and being a teacher.

The remainder of this module will provide a primer to instructional design principles to lay a foundation to draw on as we move towards implementing these principles in the design of an online course.


Basic Design Model: ADDIE (return to top)

Instructional design uses a systematic approach to teaching. Design models are used to represent the processes involved in designing instruction.  While there are many design models, and the list is continually growing, most instructional models are a derivative of the ADDIE model in that they include such core elements as analysis, design, development, implementation, and evaluation (ADDIE).

imgThese unifying elements ensure congruence among goals, strategies, evaluation, and the effectiveness of the resulting instruction.

While the core elements of the ADDIE model remain constant, the ADDIE activities typically are not organized in a linear, step-by-step manner. Instead, the instructional design process is iterative and self-correcting in nature (Gustafson & Branch, 2002). Experienced faculty members can use a modified ADDIE model in their courses.

Note however that two elements of the ADDIE, analysis and evaluation, are constantly omitted in design and training process for a variety of reasons such as lack of time and lack of awareness. Literature indicates that doing an analysis (needs assessment) and evaluation (reflection and improvement), even simple ones, can contribute significantly to your course design.


Phases of the ADDIE Model (return to top)

img2 Analysis

  • Analyze student characteristics
    • Prerequisite knowledge
    • Online experience
    • Etc.
  • Analyze learning context (being online, what is and is not reasonable to do in this course?)
    • Learners’ bandwidth
    • Resources available to learners for completion of assignments, etc.
  • Analyze content to be learned
  • Define learning goals and objectives

Design

  • Decide on the main instructional strategies (how will learners interact with content?)
  • Design an assessment plan
  • Create detailed course outline

Development

  • Construct a detailed syllabus
  • Develop and/or acquire course materials
  • Develop assignment/project resources
  • Develop assessment items (traditional exams, rubrics for projects, papers, or portfolios, etc.)

Implementation

  • Learners complete the course as designed
  • Learners are assessed according by the designed assessments
  • Instructor monitors, guides, and facilitates as learners complete the course

Evaluation

  • Formative- instruction effectiveness is monitored while being taught
    • Adjust instructional strategies according to students’ interaction with the content, the instructor, and the peers
  • Summative- overall course effectiveness is measured at course completion
    • Collect course feedback via online survey, email, or other media.
    • Validate content accuracy and completeness, teaching methods, and communication approach, among others.
    • Revise as necessary

References:
Gustafson, K. K., & Branch, R. M. (1997). Survey of instructional development models (3rd ed.).
Syracuse University, NY: ERIC Clearinghouse on Information Resources. 


Other Instructional Design Models (return to top)

See if you can identify the ADDIE elements in these instructional models:

img4
img6
img8

* The graphics in this page are from United States Military Academy at West Point.

 Source:http://itle.okstate.edu/fd/online_teaching/intro_to_id.html

Assessment Primer: Goals, Objectives and Outcomes

Outcomes Pyramid

The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms.  Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view.  The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchicalrelationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature.

Outcomes Pyramid Image

The ‘pyramid’ image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward.  The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction.

Outcomes Pyramid Definitions

Mission Statements of the University, School/College, and Program

Mission Statement is a general, concise statement outlining the purpose guiding the practices of an institution or school/college.  Accrediting bodies expect that student learning outcomes flow from the mission statements of the institution and school/college; i.e., the school/college mission should be in harmony with the mission statement of the institution.

See “How To Write Missions” for more detail (2 page  pdf document)

Goals of the Program (or Department)

Goals are broad, general statements of what the program, course, or activity intends to accomplish.  Goals describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (e.g., clear communication, problem-solving skills, etc.)  Goals should provide a framework for determining the more specific educational objectives of a program, and should be consistent with the mission of the program and the mission of the institution.  A single goal may have many specific subordinate learning objectives.

See “How To Write Goals” for more detail (2 page  pdf document)

Objectives

Goals and Objectives are similar in that they describe the intended purposes and expected results of teaching activities and establish the foundation for assessment.  Goals are statements about general aims or purposes of education that are broad, long-range intended outcomes and concepts; e.g., “clear communication”, “problem-solving skills”, etc.  Objectives are brief, clear statements that describe the desired learning outcomes of instruction; i.e., the specific skills, values, and attitudes students should exhibit that reflect the broader goals.

There are three types of learning objectives, which reflect different aspects of student learning:

  • Cognitive objectives: “What do you want your graduates to know?
  • Affective objectives: “What do you want your graduates to think or care about?
  • Behavioral Objectives: “What do you want your graduates to be able to do?

Objectives can also reflect different levels of learning:

  • Mastery objectives are typically concerned with the minimum performance essentials – those learning tasks/skills that must be mastered before moving on to the next level of instruction.
  • Developmental objectives are concerned with more complex learning outcomes – those learning tasks on which students can be expected to demonstrate varying degrees of progress.

Instructional Objectives describe in detail the behaviors that students will be able to perform at the conclusion of a unit of instruction such as a class, and the conditions and criteria which determine the acceptable level of performance.

What are the differences between Goals and Objectives?  Both goals and objectives use the language of outcomes – the characteristic which distinguishes goals from objectives is the level of specificity.  Goals express intended outcomes in general terms and objectives express them in specific terms.

See “How To Write Objectives/Outcomes” for more detail (6 page pdf document)

Outcomes

Learning Outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program.  Learning Outcomes identify what thelearner will know and be able to do by the end of a course or program – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of a course or program.

The learning outcomes approach to education means basing program and curriculum design, content, delivery, and assessment on an analysis of the integrated knowledge, skills and values needed by both students and society.  In this outcomes-based approach to education, the ability to demonstrate learning is the key point.

What are the differences between Objectives and Outcomes?  Objectives are intended results or consequences of instruction, curricula, programs, or activities.  Outcomes are achieved results or consequences of what was learned; i.e., evidence that learning took place.  Objectives are focused on specific types of performances that students are expected to demonstrate at the end of instruction.  Objectives are often written more in terms of teaching intentions and typically indicate the subject content that the teacher(s) intends to cover.  Learning outcomes, on the other hand, are more student-centered and describe what it is that the learner should learn.

An effective set of learning outcomes statements informs and guides both the instructor and the students:

For teaching staff:  It informs:

  • the content of teaching
  • the teaching strategies you will use
  • the sorts of learning activities/tasks you set for your students
  • appropriate assessment tasks
  • course evaluation.

For students: The set of learning outcomes provides them with:

  • a solid framework to guide their studies and assist them to prepare for their assessment
  • a point of articulation with graduate attributes at course and/or university (i.e. generic) level.

Learning Outcome statements may be broken down into three main components:

  • an action word that identifies the performance to be demonstrated;
  • learning statement that specifies what learning will be demonstrated in the performance;
  • a broad statement of the criterion or standard for acceptable performance.

For example:

ACTION WORD
(performance)
LEARNING STATEMENT
(the learning)
CRITERION
(the conditions of the performance demonstration)
Produces documents using word processing equipment
Analyzes global and environmental factors in terms of their effects on people
Examples of Goals, Objectives, and Outcomes
Goal Objective How this objective might be reformulated as a Learning Outcome
(Geology)  To develop knowledge, understanding and skills related to the recognition and interpretation of igneous and metamorphic rocks. To explain the different magma geochemistries derived from partial melting of the mantle in different tectonic regime. Students should be able to demonstrate how magma geochemistry relates to partial melting of the mantle by contrasting the outcomes of this process in different tectonic regimes through the critical analysis of specific case studies.
(Biochemistry) To explain the biochemical basis of drug design and development. To demonstrate the application of molecular graphics to drug design. Students should be able to apply the principles underpinning the use of molecular graphics in the design of drugs to illustrate general and specific cases through a computer-based presentation.
(English)  To introduce students to modes of satiric writing in the eighteenth century. To familiarize students with a number of substantive eighteenth century texts.  Students will be trained in the close reading of language and its relation to literary form. Students should be able to analyze the relationship between the language of satire to literary form by the close examination of a selected number of eighteenth-century texts in a written essay.
(Engineering) This course introduces senior engineering students to design of concrete components of structure and foundation and the  integration of them into overall design structures. The student is able to function in teams. Functioning as a member of a team, the student will design and present a concrete structure which complies with engineering standards.
(Geology) Become acquainted with topographic maps and their usage. Use topographic maps and employ these maps to interpret the physiography and history of an area. Students should be able to
  • Locate and identify features on topographic maps by latitude and longitude and township and range.
  • Contour a topographic map and construct a topographic profile.
  • Identify major landform features on topographic maps and relate them to basic geologic processes of stream, groundwater, glacial or marine erosion and deposition.
  • Interpret geologic maps and geologic cross-sections.

More Examples of Mission, Goals, Objectives and Outcomes

An example based on material from Eastern Kentucky University Social Work program (2 page pdf document)

An example based on material from California State University, Sacramento Gerontology program (1 page  pdf document)

An example based on material from IUPUI Mechanical Engineering which takes the step of defining Measurable Outcomes (2 page  pdf document)

Translating Course Goals Into Measurable Student Outcomes

Assessment can measure the extent to which course goals have been achieved, but only if those goals aremeasurable.  For the most part, course goals are too broad or too abstract to measure directly.  Once goals have been formalized, the next step is to translate the often abstract language of course goals into a set of concrete measurable student outcomes.

Measurable Outcomes Diagram

Example: Lack of specificity of Goals

Introductory Astronomy Course Goal = Students understand the seasons.How does one measure ‘understand’? No idea! This Goal can be made more measurable by identifying specific Outcomes one would expect from a student who “understands” the seasons.Course Outcomes =  The student can define seasons
The student can distinguish the importance of different factors such as tilt and distance.

Measurable student outcomes are specific, demonstrable characteristics – knowledge, skills, values, attitudes, interests–that will allow us to evaluate the extent to which course goals have been met.

Example: translating a course goal (in the context of dental health) into measurable student outcomes

Dental Health 101

Course Goal

Measurable Student Outcomes

The Student:

  • Understands proper dental hygiene
The Student can:

  • Identify the active ingredient in toothpaste
  • Explain why teeth should be cleaned at least twice per year
  • Describe how poor dental hygiene can lead to poor overall health
Example: showing a link between objectives and assessment.

Example: Refining a Goal into Measurable Objectives

Goal: Students will be familiar with the major theories of the discipline.Does this goal convey any information?

  • Would a student know what was expected of his/her work?
  • Would a colleague know the focus of your department’s teaching?
  • Would an employer know what your students could do?

Refining the goal into a
measurable objective

Explanation of the process

Students will be familiar with the major theories of the discipline Objective = verb (active behaviors)
+
object (products, skills/performances, content/knowledge, attitudes/dispositions)Objective = (be familiar with) + (major theories of the discipline)Start with the object aspect of the objective.  Suppose five major approaches (theories) to conflict resolution are: withdrawal, smoothing, forcing, compromising, and problem solving.
Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving Specifying what the department views as the major approaches (theories) is an improvement in the wording of the objective.
Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving Sharpening the verb will also make it better – what does “be familiar with” imply about a student’s knowledge or skills?Objective = (be familiar with) + (withdrawal, smoothing, forcing, compromising, …)

  • Avoid vague phrases:
    appreciate, understanding, have an awareness of, etc.
  • Use action verbs:
    generalize, produce, evaluate, etc.

Action oriented verbs make objectives more concrete

This objective might be revised into two objectives

  • Students will summarize …
  • Students will choose and defend …
Objectives obtained through the revision of the original Goal:

  • Students will summarize the five major approaches to conflict resolution: withdrawal, smoothing, forcing, compromising, and problem solving
  • Students will choose and defend a conflict resolution approach appropriate for a given situation
Checklist to Review Program-Level Outcome Statements

Checklist to Review Program-Level Draft of Learning Outcome Statements
(Based on Assessing for Learning: Building a sustainable commitment across the institution by Maki 2004)

Outcome #1 Outcome #2 Etc.
Describes what students should represent, demonstrate, or produce?
Relies on active verbs?
Aligns with collective intentions translated into the curriculum and co-curriculum?
Maps to curriculum, co-curriculum, and educational practices?
Is collaboratively authored and collectively accepted?
Incorporates or adapts professional organizations’ outcome statements when they exist?
Can be assessed quantitatively and/or qualitatively?

Assessment Primer:
Learning Taxonomies

Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives.  The intention was to develop a classification system for three domains:

  • Cognitive domain (intellectual capability, mental skills, i.e., Knowledge)
  • Affective domain (growth in feelings, emotions, or behavior, i.e., Attitude)
  • Psychomotor domain (manual or physical skills, i.e., Skills)

This taxonomy of learning behaviors can be thought of as the goals of training; i.e., after a training session, the learner should have acquired new skills, knowledge, and/or attitudes.

Cognitive Domain – Bloom’s Taxonomy

Work on the cognitive domain was completed in 1956 and is commonly referred to as Bloom’s Taxonomy of the Cognitive Domain, since the editor of the volume was Benjamin S. Bloom, although the full title was Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain, 1956 by Longman Inc. with the text having four other authors (Max D. Engelhart, Edward J. Furst, Walker H. Hill, and David R. Krathwohl).

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

Six Levels Diagram

A description of the six levels is given here (1 page  pdf document).

Bloom, et al indicated …

“[Bloom’s] Taxonomy is designed to be a classification of the student behaviors which represent theintended outcomes of the educational process.  It is assumed that essentially the same classes of behavior may be observed in the usual range of subject-matter content of different levels of education (elementary, high school, college), and in different schools.  Thus a single set of classification should be applicable in all these circumstances.

What we are classifying is the intended behaviors of students – the ways in which individuals are to think, act or feel, as a result of participating in some unit of instruction.  (Only such of those intended behaviors as are related to mental acts of thinking are included in the part of the Taxonomy developed in the handbook for the cognitive domain.)

It is recognized that the actual behaviors of the students after they have completed the unit of instruction may differ in degree as well as kind from the intended behavior specified by the objectives.  That is the effects of instruction may be such that the students do not learn a given skill to any degree.

We initially limited ourselves to those objectives referred to as knowledge, intellectual abilities, and intellectual skills.  (This area, which we named the cognitive domain, may also be described as including the behavior; remembering; reasoning, problem solving; concept formation, and to a limited extent creative thinking.)”

In essence, the authors foreshadowed what has come to be known as outcomes-based assessment(Assessment in Higher Education by Heywood 2000)

Examples of learning objectives at each of the Bloom levels:

Example of Learning Objectives at each of the levels of Bloom’s taxonomy

(based on Assessment in Higher Education by Heywood 2000 and
Eder, Douglas J., “General Education Assessment Within the Disciplines”,
The Journal of General Education, Vol. 53, No. 2, pp. 135-157, 2004 )

Bloom’s level Learning goal: Students will understand the major theoretical approaches within the discipline
Knowledge Students can list the major theoretical approaches of the discipline
Exam question at this level: Name the muscles of the rotator cuff.
Medical faculty questions at this level: What was the heart rate?  Where is the primary lesion?
Comprehension Students can describe the key theories, concepts, and issues for each of the major theoretical approaches
Exam question at this level: How does the rotator cuff help you to raise your arm?
Medical faculty questions at this level: When would you use that type of hernia repair?  Why is the fracture in the same place it was before?
Application Students can apply theoretical principles to solve real-world problems
Exam question at this level: Why does throwing a curve ball cause rotator cuff injury?
Medical faculty questions at this level: You are watching the patient and she falls – what would you do?  Here is a lady with no vibratory sensation – what problem does this pose?
Analysis Students can analyze the strengths and limitations of each of the major theoretical approaches for understanding specific phenomena
Exam question at this level: How does the throwing motion stress each component, in turn, of the rotator cuff?
Medical faculty questions at this level: What are the most significant aspects of this patient’s story?  That is a curious bit of information – how do you explain it?
Synthesis Students can combine theoretical approaches to explain complex phenomena
Exam question at this level: Design a physical therapy program to strengthen each component of the rotator.
Medical faculty questions at this level: How would you summarize this?  What are your conclusions?
Evaluation Students can select the theoretical approach that is most applicable to a phenomenon and explain why they have selected that perspective
Exam question at this level: Evaluate another physical therapist’s program to strengthen the rotator cuff.
Medical faculty questions at this level: Why is that information pertinent?  How valid is this patient’s story?

The following graphics depict how courses in a curriculum reflect Bloom’s levels. Namely, the higher levels of learning are addressed in advanced course work taken by students.

Bloom Lower Division Image

Bloom Upper Division Image

Affective Domain – Krathwohl’s Taxonomy

Bloom’s Taxonomy second domain, the Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives: Volume II, The Affective Domain).  Bloom’s theory advocates this structure and sequence for developing attitude – also now commonly expressed in personal development as ‘beliefs’.

Affective Domain Taxonomy Image

Krathwohl’s affective domain taxonomy is perhaps the best known of any of the affective taxonomies. A description of the levels is given here (1 page  pdf document ).

Psychomotor Domain

Various people have since built on Bloom’s work, notably in the third domain, the ‘psychomotor’ or skills, which Bloom originally identified in a broad sense, but which he never fully detailed.  This was apparently because Bloom and his colleagues felt that the academic environment held insufficient expertise to analyze and create a suitable reliable structure for the physical ability ‘Psychomotor’ domain.  As a result, there are several different contributors providing work in this third domain, such as Simpson and Harrow which are described below.

Harrow’s Taxonomy

The psychomotor domain taxonomy due to Harrow is organized according to the degree of coordination including involuntary responses as well as learned capabilities.  Simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular coordination make up the highest level.

Psychomotor Taxonomy Image

Simpson’s Taxonomy

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas.  Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.  Simpson’s seven major categories listed from the simplest behavior to the most complex are shown here (1 page  pdf document) . Source:http://assessment.uconn.edu/primer/taxonomies1.html

Assessment Primer:
Writing Instructional Objectives

(Based on Preparing Instructional Objectives by Mager 1962 and Preparing Instructional Objectives: A critical tool in the development of effective instruction by Mager 1997)

An objective

  • Is an intent communicated by a statement describing a proposed change in a learner
  • Is a statement of what the learner is to be like when he/she has successfully completed a learning experience

An instructional objective describes an intended outcome.  A usefully stated objective is stated in behavioral, or performance, terms that describe what the learner will be doing when demonstrating his/her achievement of the objective.  An instructional objective must

  • Describe what the learner will be doing when demonstrating that he/she has reached the objective; i.e.,

What should the learner be able to do? (Performance)

  • Describe the important conditions under which the learner will demonstrate his/her competence; i.e.,

Under what conditions do you want the learner to be able to do it? (Conditions)

  • Indicate how the learner will be evaluated, or what constitutes acceptable performance; i.e.,

How well must it be done? (Criterion)

Course objective:

  • What a successful learner is able to do at the end of the course
  • Is a description of a product, of what the learner is supposed to be like as a result of the process

The statement of objectives of a program must denote measurable attributes observable in the graduate of the program; otherwise it is impossible to determine whether or not the program is meeting the objectives.  Tests or examinations are the milestones along the road of learning and are supposed to tell the teacher and the student the degree to which both have been successful in their achievement of the course objectives.

An advantage of clearly defined objectives is that the student is provided the means to evaluate his/her own progress at any place along the route of instruction; thus, the student knows which activities on his/her part are relevant to his/her success.  A meaningfully stated objective is one that succeeds in communicating to the reader the writer’s instructional intent and one that excludes the greatest number of possible alternatives to your goal.

BAD” words
(open to many interpretations)

GOOD” words
(open to fewer interpretations)

To KNOW To WRITE
To UNDERSTAND To RECITE
To ENJOY To IDENTIFY
To APPRECIATE To DIFFERENTIATE
To GRASP THE SIGNIFICANCE OF To SOLVE
To COMPREHEND To CONSTRUCT
To BELIEVE To LIST
To COMPARE
To CONTRAST

The idea is to describe what the learner will be doing when demonstrating that he/she “understands” or “appreciates”.

Steps to write objectives that will describe the desired behavior of the learner:

  1. Identify the terminal behavior or performance by name; i.e., specify the kind of behavior that will be accepted as evidence that the learner has achieved the objective.
  2. Define the desired behavior further by describing the important conditions under which the behavior will be expected to occur.
  3. Specify the criteria of acceptable performance by describing how well the learner must perform to be considered acceptable.
Step [1] Identifying the terminal behavior
Scheme to fulfill Step [1]:
Write a statement describing one of your educational intents and then modify it until it answers the question: “What is the learner doing when he/she is demonstrating that he/she has achieved the objective?”
A useful objective identifies the kind of performance that will be accepted as evidence that the learner has achieved the objective.  An objective always states what a learner is expected to be able to do and/or produce to be considered competent.  Two examples:
Be able to ride a unicycle.         => the performance stated is ride
Be able to write a letter.   => the performance stated is writing, the product is a letter
Performances may be visible, like writing, repairing, or painting; or invisible, like adding, solving, or identifying.  If a statement does not include a visible performance, it isn’t yet an objective.
Overt (visible) performance
To identify the kind of performance associated with the objective, you need to answer the question: What will the learner be DOING when demonstrating achievement of the objective?
Example:
Given all available engineering data regarding a proposed product, be able to write a product profile.  The profile must describe and define all of the commercial characteristics of the product appropriate to its introduction to the market, including descriptions of at least three major product uses.
=> performance = “write a product profile
Covert (invisible) performance
Some performances are not visible to the naked eye, such as solving, discriminating, and identifying.
Statements such as
Be able to solve …
Be able to discriminate …
Be able to identify …
are inadequate because they don’t describe a visible performance.  Whenever the main intent of the objective is covert, you need to add an indicator behavior to reveal how the covert performance can be directly detected.  An indicator behavior is one that tells you whether a covert performance is happening to your satisfaction.
Example:
Consider the covert performance ‘Be able to discriminate counterfeit money’.  An indicator behavior would be for this performance could be to ‘sort the money into two piles’, counterfeit and genuine.  Thus, a suitable objective could be “Be able to discriminate (sort) counterfeit money.”

Examples:

Stated in behavioral terms Stated in performance terms
“To develop an appreciation for music” “The learner correctly answers 95 multiple-choice questions on the history of music”
“To be able to solve quadratic equations”
“To be able to repair a radio” “To be able to write a summary of the factors leading to the depression of 1929”
“To know how an amplifier works”
“To know the rules of football”
Step [2] further defining the terminal behavior
Scheme to fulfill step [2]:
Given an objective and a set of test items or situations, accept or reject each test item on the basis of whether the objective defines (includes) the behavior asked for.  If you must accept all kinds of test items as appropriate, the objective needs to be more specific.  If the objective allows you to accept those items you intend to use and allows you to reject those items you do not consider relevant or appropriate, the objective is stated clearly enough to be useful.
To state an objective that will successfully communicate your educational intent, you will sometimes have to define terminal behavior further by stating the conditions you will impose upon the learner when he/she is demonstrating his/her mastery of the objective.  As a simple example:
(a) “To be able to solve problems in algebra.”
vs. (b) “Given a linear-algebraic equation with one unknown, the learner must be able to solve for the unknown without the aid of references, tables, or calculating devices.”
In (b) we clearly see a more well-defined statement of the conditions under which solving an algebraic equation will occur.
You should be detailed enough to be sure the target behavior would be recognized by another competent person, and detailed enough so that other possible behaviors would not be mistaken for the desired behavior.  You should describe enough conditions for the objective to imply clearly the kind of test items appropriate for sampling the behavior you are interested in developing.
Examples:
“Given a list of 35 chemical elements, be able to recall and write the valences of at least 30.”
Given a list‘  – Tells us something about the conditions under which the learner will be recalling the valences of elements.
at least 30‘ – Tells us something about what kind of behavior will be considered ‘passing’; 30 out of 35 is the minimum acceptable skill.
Given a product and prospective customer, be able to describe the key features of the product.”
The performance is to occur in the presence of a product and a customer; these are the conditions that will influence the nature of the performance, and so they are stated in the objective.
To avoid surprises when working with objectives, we state the main intent of the objective and describe the main condition under which the performance is to occur.  For example, “Be able to hammer a nail …” is different from “Given a brick, be able to hammer a nail …”.
Miscommunications can be avoided by adding relevant conditions to the objective by simply describing the conditions that have a significant impact on the performance – in other words, describe the givens and/or limitations within which the performance is expected to occur.  Some simple examples:
With only a screwdriver …
Without the aid of references …
Given a standard set of tools and the TS manual …

Guiding questions:

  • What will the learner be expected to use when performing (e.g., tools, forms, etc.)?
  • What will the learner not be allowed to use while performing (e.g., checklists or other aids)?
  • What will be the real-world conditions under which the performance will be expected to occur (e.g., on top of a flagpole, under water, in front of a large audience, in a cockpit, etc.)?
  • Are there any skills that you are specifically not trying to develop? Does the objective exclude such skills?

Some simple examples:

(i) Objective: “When asked a question in French, the student must be able to demonstrate his/her understanding of the question by replying, in French, with an appropriate sentence.”
Inappropriate test situations:
“Translate the following French sentences.”
“Translate the following French questions.”
Appropriate test situation:
“Reply, in French, to the following questions
(ii) Objective: “To be able to solve a simple linear equation.”
: Inappropriate test situation
“If seven hammers cost seven dollars, how much does one hammer cost?”
Appropriate test situation:
“Solve for x in the following 2 + 4x = 12
Key point: If you expect the student to learn how to solve word problems, then teachhim/her how to solve word problems. Do not expect him/her to learn to solve word problems by teaching him/her how to solve equations. The only appropriate way to test to see whether they have learned to solve equations (as stated in the objective) is to ask them to solve equations
(iii) Objective: “Given a DC motor of ten horsepower or less that contains a single malfunction, and given a standard kit of tools and references, the learner must be able to repair the motor within a period of 45 minutes.
Test question: “Given a motor with trouble in it, locate the trouble.”
Appropriate (Yes or No)?:
No! The objective asked for repairing behavior rather than locating behavior. ‘Repair the motor’ means to make it work.  Making it work is the desired behavior.  The test item sampled only a portion of the behavior called for by the objective
Step [3] stating the criterion
Scheme to fulfill step [3]:
Ask the following questions of statements used to assess performance:
(a)  Does the statement describe what the learner will be doing when he/she is demonstrating that he/she has reached the objectives?
(b) Does the statement describe the important conditions (givens or restrictions) under which the learner will be expected to demonstrate his/her competence?
(c) Does the statement indicate how the learner will be evaluated? Does it describe at least the lower limit of acceptable performance?
You can increase the ability of an objective to communicate what it is you want the learner to be able to do by telling the learner how well you want him/her to be able to do it.  If you can specify at least the minimum acceptable performance for each objective, you will have a performance standard against which to test your instructional programs; you will have a means for determining whether your programs are successful in achieving your instructional intent.  Indicate in your statement of objectives what the acceptable performance will be, by adding words that describe the criterion of success.
Some examples of ways in which minimum acceptable performance can be specified:
(i) time limit
Ex.: “The student must be able to correctly solve at least seven simple linear equations within a period of thirty minutes.”
(ii) minimum number of correct responses that will be accepted
or number of principles that must be applied
or number or principles that must be identified
or number of words that must be spelled correctly
Ex: “Given a human skeleton, the student must be able to correctly identify by labeling at least 40 of the following bones (list of bones inserted here).”
(iii) indicate the percentage or proportion
Ex.: “The student must be able to spell correctly at least 80% of the words called out to him/her during an examination period.”
(iv) define the important characteristics of performance accuracy
Ex.: “… and to be considered correct, problem solutions must be accurate to the nearest whole number.”
An objective describes the criteria of acceptable performance; that is, it says how well someone would have to perform to be considered competent.  For example,
“Given a computer with word-processing software, be able to write a letter”
could have a criteria of “all words are spelled correctly, there are no grammatical or punctuation errors, and the addressee is not demeaned or insulted”.  Thus, you complete your objective by adding information that describes the criterion for success keeping in mind that if it isn’t measurable, it isn’t an objective.

Questions to answer leading to a useful objective:

  • What is the main intent of the objective?
  • What does the learner have to do to demonstrate achievement of the objective?
  • What will the learner have to do it with or to? And what, if anything, will the learner have to do it without?
  • How will we know when the performance is good enough to be considered acceptable?
Summary
  • A statement of instructional objectives is a collection of words or symbols describing one of your educational intents.
  • An objective will communicate your intent to the degree you have described what the learner will be doingwhen demonstrating his/her achievement and how you will know when he/she is doing it.
  • To describe terminal behavior (what the learner will be doing)
    • Identify and name the overall behavior act.
    • Define the important conditions under which the behavior is to occur (givens or restrictions).
    • Define the criterion of acceptable performance.
  • To prepare an objective
    • Write a statement that describes the main intent or performance expected of the student.
    • If the performance happens to be covert, add an indicator behavior through which the main intent can be detected.
    • Describe relevant or important conditions under which the performance is expected to occur.  Add as much description as is needed to communicate the intent to others.
  • Revise as needed to create a useful objective, i.e., continue to modify a draft until these questions are answered:
    • What do I want students to be able to do?
    • What are the important conditions or constraints under which I want them to perform?
    • How well must students perform for me to be satisfied?
  • Write a separate statement for each objective; the more statements you have, the better chance you have of making clear your intent.

Samples of Professional Association Learning Goals/Objectives/Outcomes

American Psychological Association Learning Goals for Psychology (5 page  pdf document)
American Sociological Association Learning Goals for Sociology (2 page  pdf document)
ABET, Inc. Learning Goals/Outcomes for Engineering (1 page  pdf document)

Samples of Program Learning Objectives From Other Institutions

University of Colorado at Boulder (2 page  pdf document)
University of Illinois at Urbana-Champaign (3 page pdf document)
San Diego State University (3 page  pdf document)

Source:http://assessment.uconn.edu/primer/objectives1.html\

Assessment Primer:
Curriculum Mapping

Plan for designing and delivering learning outcomes:
In designing course outcomes

  • Start first with the broad outcomes expected of all students
  • Then work backward to design academic program outcomes
  • Finally design course outcomes that will lead to the achievement of both program and institutional outcomes

When the program is delivered, students experience the system in reverse

  • Students first participate in experiences that address lesson outcomes
  • The learning that results from these experiences accumulates as students proceed through the courses and other experiences in the program
  • The curriculum is designed so that it provides a coherent set of experiences leading to the development of desired knowledge and skills – students show increasing levels of sophistication and integration of skills as they progress through the program

(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)

mapping

Curriculum mapping makes it possible to identify where within the curriculum learning objectives are addressed.  In other words, it provides a means to determine whether your objectives are aligned with the curriculum.

Alignment – the curricula must be systematically aligned with the program objectives.  Alignment involves clarifying the relationship between what students do in their courses and what faculty expect them to learn.  Analyzing the alignment of the curricula with program objectives allows for the identification of gaps which can then lead to curricular changes to improve student learning opportunities.

Approach to determining the alignment of courses with the program objectives – create a matrix:

Curriculum Alignment Matrix
(Assessing Academic Programs in Higher Education by Allen 2004)
Course Program Objective 1 Program Objective 2 Etc.
100 I
101 P
102 D P
103 I D
Etc.
  I = introduced, P = practiced, D = demonstrated

Aligning course objectives to program objectives may be accomplished by a curriculum alignment matrix which maps each onto the other; a checkmark indicating coverage or an indication of the level of coverage can be used.

Similarly, a course alignment matrix may be used to indicate where course objectives support the overall objectives of the program.

Course Alignment Matrix
(Assessing Academic Programs in Higher Education by Allen 2004)
Course Objectives Program Objective 1 Program Objective 2 Program Objective 3 Etc.
Course Objective 1 B
Course Objective 2 B B
Course Objective 3 B
Course Objective 4 I
Etc. A
B= basic, I = intermediate, A = advanced expectation for this objective

Mapping of outcomes to educational experiences may also be done:

Program- or Institution-level Map
(Assessing for Learning: Building a sustainable commitment across the institution by Maki 2004)
Learning Outcomes Course or Educational Experience #1 Course or Educational Experience #2 Etc.
Outcome #1 I
Outcome #2 E R
Outcome #3 R
Outcome #4 I E
Etc.
I = introduced, R = reinforced, E = emphasized

An example outlining the connections between program objectives and courses:

Example of curriculum mapping
(Based on “Defining Outcomes for Programs and Courses”, Higher Learning Commission Workshop
Making a Difference in Student Learning: Assessment as a Core Strategy by Pagano 2005)

Martha Stewart College
Degree: Bachelor of Arts
Major: Party Planning

Program Objectives: All students with a major in Party Planning will be able to:

  • Develop and execute parties for a variety of situations and for diverse clientele.
  • Create complete menus for a variety of events.
  • Demonstrate an understanding of the biochemical properties of foods and liquids.
  • Plan, price, and budget a variety of parties.
  • Develop successful marketing strategies for a party planner.
  • Anticipate and respond to emergencies in parties they are running.
  • Train and manage staff.
Party Planning
Core Courses:
PP 110 Introduction to Party Planning
PP 200 Party Budgeting and Purchasing
PP 201 Fundamentals of Catering
PP 240 Home Decorations
PP 260 Crisis Management
PP 290 Capstone Course/Internship
Details on one of the courses: PP 201: Fundamentals of Catering
By the end of the semester, students should be able to

  • Create and develop a food and beverage menu for a variety of parties
  • Budget and price menus for a variety of parties
  • Develop realistic timelines for delivering and preparing food and ancillary party accoutrements.
  • Demonstrate an understanding of food varieties and appropriateness for different occasions.
  • Make appropriate decisions regarding staffing at a variety of parties.
(Example Continued)Martha Stewart College
Degree: Bachelor of Arts
Major: Party Planning
Program Objectives
#1
Develop and execute parties for a variety of situations and for diverse clientele.
#2
Create complete menus for a variety of events.
#3
Demonstrate an understanding of the biochemical properties of foods and liquids.
#4
Plan, price, and budget a variety of parties.
#5
Develop successful marketing strategies for a party planner.
#6
Anticipate and respond to emergencies in parties they are running.
#7
Train and manage staff.
PP 110
Introduction to Party Planning
I I I
PP 200
Party Budgeting and Purchasing
I P
PP 201
Fundamentals of Catering
D I
PP 240
Home Decorations
P D
PP 260
Crisis Management
I D D
PP 290
Capstone Course
D P P D D
B = basic, I = intermediate, A = advanced expectation for this objective
(Example Continued – Mapping of the objectives of a single course)Martha Stewart College
Degree: Bachelor of Arts
Major: Party Planning
Program Objectives
#1
Develop and execute parties for a variety of situations and for diverse clientele.
#2
Create complete menus for a variety of events.
#3
Demonstrate an understanding of the biochemical properties of foods and liquids.
#4
Plan, price, and budget a variety of parties.
#5
Develop successful marketing strategies for a party planner.
#6
Anticipate and respond to emergencies in parties they are running.
#7
Train and manage staff.
PP 110
Objective #1
B B I
PP 200
Objective #2
B A A
PP 201
Objective #3
B B A
PP 240
Objective #4
I B
PP 260
Objective #5
B A
B = basic, I = intermediate, A = advanced expectation for this objective

Curriculum Mapping Example – Business Program

An example showing the mapping of learning competencies with Business courses (3 page  pdf document)

Curriculum Mapping Example – Engineering Program

An example of a UCLA Engineering program curriculum mapping (2 page  pdf document)

Source:http://assessment.uconn.edu/primer/mapping1.html

Getting Started

Virtually every program already is doing many kinds of informal assessments. Formalizing these activities into a viable and valuable assessment plan can be made relatively easy using the following guidelines.

1. Read all the pages in this section to get an overview of assessment, accountability, and student learning.

2. Participate with your program faculty in brainstorming discussions on these questions:

  • What particular skills, knowledge, or abilities should graduates of your program be able to demonstrate upon graduation?
  • At what levels of expertise should they be able to demonstrate such knowledge, skills, and abilities?
  • As specifically as possible, identify how you can assess whether students have acquired these abilities.

3. Based on the discussions from #2, write a list of specific program learning objectives. Include both discipline-specific learning objectives and across-the-curriculum developmental or integrative objectives.
(See more about writing program objectives)

Wherever possible use verbs to frame learning objectives as specific actions.
Example: “Graduates should be able to explain the impacts of various taxes on the economic decisions of producers and consumers.”
list of “verbs” to use in objective statements (NCGIA)

4. For each learning objective, identify at least one (more are better) actual learning outcome which will be measured or observed to provide evidence of how well the objective has been met by each student.

5. Organize the set of learning objectives around common themes; use these themes to define tentative program goals. In addition to defining discipline-specific goals and objectives, program goals should also reflect the continuing development of Western’s general education learning objectives throughout each major.

6. Integrate program goals into a tentative mission statement.

7. Repeat 3, 4, 5 to integrate mission, goals, and objectives and make them congruent.

At this point you have a mission statementgoals statementlearning objectives, and learning outcomes; what remains is to “close the loop” by establishing procedures and assigning responsibilities for:
a) Measuring actual outcomes and comparing them with intended objectives;
b) Implementing program changes based on assessment results; and
c) Assessing, documenting, and reporting the effectiveness of changes introduced during the previous assessment cycle.

8. Done!

Developing a Program Assessment Plan

Academic departments at Western show considerable variation in levels of development of their assessment programs. Many, especially those forced to establish assessment procedures to meet the professional accreditation requirements of their disciplines, have quite highly developed plans for assessing program outcomes, including especially student learning outcomes. Many others have not had such incentives, and have developed only vestigial assessment plans at best. Even those programs with considerable experience with assessment do not necessarily share a common view of the importance of various learning outcomes or a common format for documenting their assessment activities or reporting their findings.

It is useful to acknowledge this range of experience with program assessment by identifying three stages of development of program assessment plans: beginning, intermediate, and integrated.

The Planning stage is the beginning level of implementation. It is characterized by tentativeness and uncertainty; mission and goals are not clearly defined; program learning objectives are not clearly defined and may not be congruent with goals; outcomes measures are not good estimators of program objectives; assessment data are being collected or analyzed only sporadically; classroom assessment procedures are not congruent with stated program goals; or collected data has either not been analyzed or results have not applied for program improvement.

The Emerging stage is the intermediate level of implementation. It is characterized by familiarity, growing confidence, and growing commitment to assessment; faculty members are increasingly engaged in collecting and applying assessment data; assessment results are increasingly used in decisions about course sequencing, faculty allocations, teaching methods, program curricula, choice of instructional resources, planning and budgeting, and program improvement; and faculty are increasingly engaged in an ongoing conversation about program improvement based on assessment findings.

The Maturing stage is the integrated level of implementation. It is characterized by: continued development of the processes of the “emerging” level, the increasingly important role of student learning and teaching excellence in defining program effectiveness and guiding program changes, and the full engagement of faculty in an active “culture of evidence” dedicated to improving student learning, performance, involvement, and achievement.

Western’s goal is for all academic program assessment plans to evolve to the “maturing” stage. This website is to assist program faculty in the development, implementation, and improvement of unit assessment plans, and to establish a unified annual reporting format which summarizes departmental assessment activities. In addition, staff at the Center for Instructional Innovation and Assessment and the Office of Institutional Assessment are available for assistance.

Mission Statement: Defining What’s Most Important

The Mission Statement is the initial point of reference for any program or course. It is a concise statement of the general values and principles which guide the curriculum. In broad strokes it sets a tone and a philosophical position from which follow a program’s goals and objectives; therefore the mission statement is also a statement of program vision. The mission statement can and should be brief. However, it is not an isolated document. Rather, it is the cornerstone of a the curricular structure , defining the very broadest curricular principles and the larger context in which more specific curricular goals will fit. The program mission statement should define the broad purposes the program is aiming to achieve, describe the community the program is designed to serve, and state the values and guiding principles which define its standards.

Program mission statements must also be consistent with the principles of purpose set forth in the University’s mission and goals statements; therefore, a good starting point for any program mission statement is to consider how the program mission supports or complements the University mission and strategic goals.

Paraphrasing from several versions of Western’s Mission Statement:

The mission of Western Washington University is to provide to Washington State students a high quality undergraduate education which nurtures the intellectual, ethical, social, physical, and emotional development of each student, through:

  1. A common, broad-based mastery of the fundamental concepts, history, perspectives, and significance of the arts, sciences, social sciences, and humanities; and
  2. Baccalaureate and master’s degree major programs of a practical and applied nature directed to the educational, economic, and cultural needs of Washington State residents.

These mission elements are further elaborated in Western’s Strategic Plan, which emphasizes three broad goals of educational quality, multicultural enrichment, and community service.

The program mission statement must serve as a link between departmental goals and objectives on the one hand, and University mission and goals on the other; it must also demonstrate logical internal consistency among program mission, goals, objectives, and outcomes.

As a result, writing the mission statement is an iterative process of successive approximations:

  • first approximation of mission
  • first approximation of goals
  • first approximation of objectives
  • second approximation of mission, etc.

Therefore, in the initial stages of mission development, a rough listing of the main purposes of a program, and how it fits into the larger mission and goals of the University, might be adequate before moving on to first approximations of program goals and objectives.

Program Goals: Focusing the Mission Statement

The main function of the goals statement is to form a bridge between the lofty language of the Mission Statement and the concrete-specific nuts and bolts of program objectives. In the goals statement, the broad principles of the Mission are narrowed and focused into the specific categories of skills, knowledge, and abilities which will characterize graduates of your program including those that are specific to your discipline as well as those which represent the broader general competencies implied by Western’s mission and strategic goals.

The goals statement is essentially becomes a blueprint for implementing the mission by answering the following questions:

  • How do program goals relate to the program mission?
  • How does this program fit into a student’s overall development?
  • What general categories of knowledge and abilities will distinguish your graduates?
  • For each principle of the mission, what are the key competency categories
    graduates of the program should know or be able to do?

As discussed above in the “overview” section, general competency goals might include the four integrative abilities being considered as possible statewide required accountability goals (writing, information technology literacy, quantitative reasoning, and critical thinking), as well as the fourteen areas of alumni satisfaction Washington State currently wants assessed in alumni surveys—satisfaction with Western’s contribution to the graduate’s ability for:

writing effectively
speaking effectively
critical reading
quantitative reasoning
arts appreciation
scientific principles
civic rights and responsibilities
problem solving
working cooperatively
learning independently
cultural and philosophical diversity
interaction of society and environment
readiness for career
readiness for graduate study
developing satisfying meaning for life

Each major department must take responsibility for promoting and assessing student development across the range and level of abilities appropriate to its programs, including both majors and general education students. Therefore the program goals statement should include all of the key competency areas which the program or its courses address, for both majors and non-majors.

Program Objectives: Identifying Intended Learning Outcomes

Program objectives are brief, clear, focused statements of specific intended learning outcomes. Each objective can be linked directly to one or more program goals. Each objective should be defined with outcomes assessment criteria in mind for “measuring” how well each objective has been accomplished. Operationally, it is very helpful to formulate each objective statement to include.

Stating each objective in the form of an “action verb” combined with a description of a very specific ability helps translate objectives into learning outcomes students can actually demonstrate and faculty can actually measure. The use of the verb form emphasizes that objectives can be assessed by examining very specific products or behaviors students can actually do. By implication, each objective must have associated criteria for evaluating the success of the program in terms of the actual accomplishments of its graduates. For example, here are some sample learning objectives from the Human Services program:

  • Examine the history and philosophies of human services
  • Identify what constitutes genuine and empathic relationship
  • Analyze the role of conflict in individual and societal systems
  • Demonstrate a broad range of relevant communication skills & strategies
  • Design integrated services using innovative practices in diverse settings

Two kinds of learning objectives: mastery and development
There are two general categories of learning objectives. Mastery objectives establish minimum criteria for the acquisition and demonstration of foundational skills or knowledge. Mastery implies the achievement of a minimal or threshold level of competence, and also implies that what is important is the attainment of a minimum or threshold level of competence. Mastery objectives are measured on a binary scale: pass/fail, satisfactory/unsatisfactory, etc.

In contrast, developmental objectives imply a sequential continuum of integrative abilities. In general these include two distinct categories of abilities to be assessed as student learning objectives: general, across-the-curriculum abilities, and abilities specific to the major. Developmental objectives form a hierarchy of sequential skill levels which become the basis for particular course sequences within a program.

Because developmental objectives are best represented as a sequence of checkpoints for student learning, it is important and useful for departments to establish criteria for defining and assessing several different levels of developmental abilities, and to associate the attainment of sequential levels of such abilities with specific courses or groups of courses in their programs. In this way program objectives can be integrated meaningfully into individual courses, and learning objectives for one course become prerequisite knowledge for more advanced courses.

For example, a sequence of developmental objectives might include:

  • Demonstrate observational skills
  • Draw reasonable inferences from observations
  • Demonstrate perception of important relationships in observations
  • Analyze structure and organization
  • Select and apply appropriate theoretical constructs to observations

Both mastery and developmental objectives can be associated with a wide variety of competencies:

  • Knowledge
  • Cognitive development–area and level
  • Technical skill development–skill and level
  • Process skill development–skill and level
  • Comprehension–type and level
  • Application
  • Analysis
  • Synthesis
  • Evaluation
  • Integrative thinking/ creativity
  • Attitudes, behaviors, and values
  • Development of desirable personal/professional qualities

Assessment and Outcomes

Selecting Measurable Learning Outcomes

Learning outcomes are observable indicators or evidence of actual student learning. Each program must select an array of assessment tools, which can include both direct measures of student knowledge and performance, and indirect measures of changes in student behavior, attitudes, or values.

Direct measures include national standardized tests; licensing or certification exams; local content or competency exams, papers, or projects; skills tests, projects, reports, demonstrations, or performances; portfolio analysis; capstone projects, experiences, or performances; email or online discussion board content; and so forth.

Indirect measures include surveys of students, alumni, or employers; student or graduate profiles, interviews, or focus groups; transcript analysis; periodic review of syllabi, textbooks, exams, or other curricular materials; and so forth.

Each program will have its own unique needs and its own set of outcomes. What is important is that each outcome provides evidence about the accomplishment of a particular program objective. Ideally, each objective will be assessed by multiple outcomes measures so that:

  • Each outcome is a measurable estimator of a program objective
  • Outcomes selected are feasible measures given the resources available
  • Outcomes link actual student learning to intended post-graduate abilities
  • Outcomes accurately reflect ability and knowledge
  • Outcomes can be direct or indirect measures

back to Introduction

Measurement, Evaluation, and Reporting

The whole point of assessment to establish an ongoing, systematic mechanism for assessing, reviewing, and improving programs. Therefore each program assessment plan must include explicit procedures for determining which outcomes will be measured; when they will be measured; who will measure them; who will analyze them; what results will be reported, to whom; and how results have been implemented.

This is the step in the assessment cycle that makes assessment relevant, and it is the step which is likely to be most scrutinized by outside agencies. The “accountability” aspect of assessment is the requirement to document how assessment findings have been used to guide program improvement.

Currently Western is using an annual survey of academic departments to gather information on program assessment plans. This procedure is likely to be modified in the future into a uniform reporting format that includes program mission, goals, objectives, outcomes, and procedures, along with a cumulative listing of program improvements that have been made as a result of assessment findings.

Therefore, this section of each plan must show not only how results have been applied to program improvement in each annual cycle, but also must analyze what results say about program effectiveness and about the impact of assessment-induced changes on program effectiveness over time.

Reporting
At present Western has no common assessment activity reporting requirement or format for academic units. In the past, assessment information has been gathered from units via an online survey, and data from the survey has been collated and used to construct assessment reports for accreditation and for the State.

In the future it is quite likely that Western will adopt some common reporting format for academic units, which will generally follow the structure described in this section and shown in the figure below:

Outcomes Assessment Plan

  1. Program mission statement
  2. Program goals consistent with mission statement
  3. Multiple learning objectives (intended learning outcomes) for each goal
  4. Measurement of multiple outcomes for each learning objective
  5. Assessment criteria for each learning objective
  6. A framework for data analysis and program improvement
  7. Documentation of how assessment results have improved both programs andassessment criteria and procedures

Source:http://pandora.cii.wwu.edu/cii/resources/outcomes/measurement.asp

Models and Resources for Developing Outcomes

A number of departments and units at Western have already made a serious commitment to developing program and course assessment plans, and are using assessment data in many different ways to improve student learning. The information presented here is meant to show some of the diversity of work in progress in different programs across campus. It is by no means exhaustive, nor are any of the results shown here “final” in any sense. Rather, they are snapshots of the ongoing evolution of the assessment of student learning at Western.

  1. Engineering Technology (PDF)
    This is an example of a departmental model designed in response to the requirements of Industrial Advisory Boards, appropriate accrediting agency, and several professional organizations. It features learning outcomes in particular skill areas of analysis, communication, teamwork, technology, creative problem-solving, ethics, and professionalism.
  2. Physical Education Outcomes Assessment Plan (PDF)
    Recreation Program Outcomes Assessment Plan
     (PDF)
    Based on a learning outcomes development process created at California State University at Chico, these outcomes assessment models for Physical Education and Recreation identify Learning Objectives, Learning Processes, Assessment Techniques, Status/Outcomes/Results, and Decisions/Plans for Future Recommendations.
  3. Environmental Studies Introductory Course Assessment (PDF)
    Huxley College of the Environment moved to revise its core curriculum and entry-level GUR course to place greater emphasis on problem-solving and interdisciplinary integration of subject matter. The course revisions were designed as part of a larger curricular change, which includes this entry-quarter core experience, to be followed by a choice of other substantive courses to complement the student’s major, and finally, another integrative, problem-based capstone course. Perry analysis of student papers was conducted along with student self-evaluation to assess student learning.
  4. College of Business and Economics MBA Outcomes Assessment(PDF)
    This study in the MBA program uses a “Post-Then methodology” to ask students to rate their learning in the program by comparing their levels of expertise in various areas with those upon entry into the program. Both the rationale and the results of the assessment are presented in this preliminary report.
  5. Geology Program Trial of Critical Thinking Rubric (PDF)
    In Spring of 2002 the Geology Department faculty tested a critical thinking rubric adapted from one developed at WSU, using a number of raters. Although ratings varied unpredictably between some raters on some questions, most faculty found the rubric promising and useful, and plan to develop it further.
  6. Woodring College of Education State Program Approval for Math(PDF) / Woodring College of Education State Program Approval for Health & Fitness (PDF)
    Washington State places special requirements on Education programs for assessment of student learning among future teachers, with different assessment plans required for different specialties. Here are the competencies for two of those programs, together with outlines of where in the curriculum these competencies are to be learned, and how they are assessed.

Source:http://pandora.cii.wwu.edu/cii/resources/outcomes/models.asp

Bloom’s Revised Taxonomy Wheel

Bloom’s Taxonomy Wheel


Designing Learning

Writing Learning Objectives

Definition of learning objectives

Learning objectives describe what students are expected to learn and what they will be assessed on as a result of participating in a course. It is important that course objectives are written for specific forms of learning that students are able to demonstrate as part of their assessments.

Benefits of learning objectives

• Learning objectives maximise student study efforts and encourage independent learning by making the teacher’s focus and decision-making for assessment transparent.
• They provide lecturers with a guide for what should be assessed
• They provide the basis for lecturers and tutors to link teaching design and teaching activities with desired student results
• Writing learning objectives provides course teams with the opportunity to demonstrate which graduate skills are developed in their course
• They provide the basis for evaluating course effectiveness in relation to student learning.

How to write Learning Objectives

1. Begin your list of 3-5 learning objectives with a one-time lead-in statement like —

“Upon successfully completing this course, students will be able to – “

“After completing this course, you should be able to – “

“This course will prepare you to be able to do the following:”

2. Then, for each learning objective that follows, start with an action verb that reflects the appropriate behavior students should be able to demonstrate, e.g.,

Knowledge verbs what students will need to know (cognitive behaviors).

Attitude verbs describe what students should care about (affective behaviors).

Skill verbs describe what students should be able to do (psychomotor behaviors).


These verbs also describe the level of learning that is expected by students, so make sure you select a behaviour appropriate to the level you expect.

NOTE: Your action verbs must reflect observable and measurable behaviors.

3. After each action verb, include a qualifier to restrict the conditions and terms under which the objectives are met.

• How often? for example: at least once per hour, at the start of every cycle, before starting the task or after
• How well? for example: exactly 7%, no more than 1 error, accurate to three decimal points
• How many? for example: identify at least 16 items, produce 4 items,
• How much? for example: 100 meters long, 1/2 block before turning
• How will we know it is OK? for example: until the left hand is touching, by speaking only after the customer has spoken
• Combination – for example: produce at least 15 per hour (how many and how often), until the ditch is 300 feet long with tapering slopes (how much and we know it is OK)
• What is given/not given? for example: by checking a chart, by looking at photo, by referring to the manual, without reference to the manual, with no supervision
• What are the variables? for examples: no matter how upset the customer becomes

Learning Objectives Checklist

 Read each learning objective – Yes/No
Does it speak directly to the learner? (refer to what student might achieve, not what teacher will do)
Is it measurable?
Does is target one specific aspect of expected performance?
Does it use an effective action verb?
Does it match instructional activities and assessments?
Is it written in terms of observable behavioral outcomes?

Source:http://www.business.uts.edu.au/teaching/staff/objectives.html

Android Apps for writing Learning Outcomes:

(1)Bloom’s Revised Taxonomy:

unnamed (1)unnamed

https://play.google.com/store/apps/details?id=appinventor.ai_orionmbeadling.Blooms_Revised_Taxonomy&feature=search_result#?t=W251bGwsMSwyLDEsImFwcGludmVudG9yLmFpX29yaW9ubWJlYWRsaW5nLkJsb29tc19SZXZpc2VkX1RheG9ub215Il0.

(2) Bloom Taxonomy:

unnamed (2)

unnamed (3)

 

 

 

 

 

 

 

 

 

https://play.google.com/store/apps/details?id=com.widged.android.bloomTaxonomy&feature=search_result#?t=W251bGwsMSwyLDEsImNvbS53aWRnZWQuYW5kcm9pZC5ibG9vbVRheG9ub215Il0.

 

 

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  • Class Set-Up – Virtual layout tool that helps you design customized and effective classrooms
  • CyberSmart – Free student curriculum that helps educators safely harness the Internet’s potential
  • DIGIcation – Class management, free to first 1,000 users at your school
  • Eclipse Crossword – An easy and free way to create crossword puzzles in seconds
  • Engrade – A free online gradebook that allows teachers to manage their classes online
  • Free Educational Teaching Resources – Free games and educational software by Adrian Bruce
  • Free Printable Worksheets – Alphabet, math, science, handwriting, Spanish and more
  • Ggradebook – An open source application for tracking student grades for teachers
  • GNota – A gradebook software used to manage students and automate score calculations
  • HomeSchooler Network – Over 5,000 innovative lessons, activities, and inspirational articles to help you in your homeschooling life
  • HomeworkStation – Teachers can post homework assignments online for free without any programming
  • HotChalk – An Internet Community for teachers, students and parents with over 3,000 free lesson plans
  • I Love That Teaching Idea! – Practical, teacher-created ideas and resources that you can use in your classroom immediately
  • LAMS – Design, manage and deliver online collaborative learning activities
  • Literacy Center Education Network – Serving aproximately 1.5 million free lessons a day to children in more than two hundred countries
  • Moodle – A course management system for educators who want to create quality online courses
  • OpenGrade – Software for teachers to keep track of grades
  • Palm Software for Educators – A list of Palm OS software for educators
  • Pics4Learning – Copyright-friendly images and lesson plans for education
  • Primary Resources – Free teaching resources, lesson plans, ideas and worksheets for primary and elementary teachers
  • Rubrician – Links to rubrics for educators, teachers, parents, students and evaluators
  • Sclipo Web Academy – A set of eLearning tools to teach and collaborate with your students, customers or personnel
  • SimpleSeating – Makes seating charts easier than ever
  • Spelling it Right – Free printable worksheets, help and advice from an experienced English teacher and examiner
  • teAchnology – Resources for teachers dedicated to improving the education of today’s students
  • Teacher’s-Pet – Free software that can transform any text into a fun classroom activity
  • TeachersFirst – a rich collection of lessons, units and web resources
  • Textmapping – Free resources for educators
  • Timesavers for Teachers – Classroom management forms, report card comments, practical teacher tools, worksheets and teacher resources
  • TrackStar – Collect Web sites, add annotations for your students, and you have interactive, online lessons
  • Udutu – A web-based tool which allows users to create highly interactive online courses
  • Yahoo! for Teachers – A place for educators to find, create, and share standards-based classroom materials

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Collaboration/Social Networking

  • 4shared – Upload, download and share music, books, video and more with 10GB of free space
  • CentralDesktop – Shared workspaces and Web conferencing that let you collaborate anytime
  • Cometdocs – A safe way to store, share and convert documents
  • Connotea – Free social reference management for researchers, clinicians and scientists
  • Edmodo – A microblogging platform where teachers and students can exchange notes, links, files, alerts, assignments, etc.
  • Eduforge – An open access environment designed for the sharing of ideas, research outcomes, open content and open source software for education
  • eHow – More than 100,000 articles that are professionally written with clear and concise directions on how to do things
  • eloops – Online calendar, data backup, project management, and social networking
  • ePals – Communicate with classrooms in 182 countries, and collaborate with teachers around the world
  • First Tutors – Search to find UK private tutors in your area
  • GroupLoop – Simple web-based software to organize your group
  • Groupvine – Groups made easy, fun and simple
  • Imagination Cubed – Collaborative drawing tool
  • Instructables – A community for sharing and learning tips and instructions
  • Jotspot – Create and share documents, spreadsheets, calendars and more
  • Jottit – Create simple websites and collaborative blogs that are easy to edit and share
  • KnowledgeForge – A digital open knowledge community that provides the facilities and tools to create everything from textbooks to maps
  • MindMeister Basic – Hold online real-time brainstorming sessions with friends and colleagues
  • OneBigU – Earn money for answering questions posed by other users or donate that money to support a good cause
  • PDFzen – Edit & share your PDFs for free without leaving your browser
  • Sakai – An online collaboration and learning environment for education
  • Schoology – Instructors and students can easily create, share, and manage academic material through a social networking interface
  • Scribd – Upload your documents, share them with others and explore an expanding library of documents submitted by others
  • SpringNote – Collaborate, share files, and create pages with numerous templates and 2 GB free storage
  • Squidoo – A community where you can share your expertise and learn from others
  • Tapped In – Where teachers, librarians, administrators, university faculty, students, and researchers gather to learn, collaborate, share, and support
  • The Tutor Pages – Allows UK students to contact tutors for free, and to browse hundreds of expert articles
  • Tutor Hunt – Connecting private tutors and students for free
  • Wikiversity – Students and teachers are invited to join the project as collaborators in teaching, learning, and research
  • Wridea – Collaborative brainstorm sessions and a place to get your ideas organized
  • Zoho – Create, aggregate, and share content with this intensive collection of productivity and collaboration applications

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College/Student Loans

  • Accredited Online College Degrees – Earn a degree in elementary education from an accredited school online
  • BabyMint – Save towards a child’s college tuition or for other major life events without incurring out-of-pocket expenses
  • Business Schools – Worldwide business schools directory
  • BrainTrack – Lists over 10,000 higher education institutions worldwide as well as new resources for education and careers
  • Campus Explorer– Find the perfect school for you, search by field of study, location or degree
  • CollegeAtlas – Relevant, reliable and up-to-date information about colleges and higher education opportunities
  • College Budget – A worksheet that will help you develop a printable college budget
  • CollegeBoard – SAT registration, college admissions, and scholarships
  • College-Cram – Interactive Flash learning modules that help students learn
  • College Degree – Find the best colleges that offer online courses and degrees
  • CollegeNET – A search engine that helps you find the ideal college
  • CollegeSurfing – Browse for colleges by zip code and career interest
  • CollegeView – Free resources to those hunting for colleges and financial aid
  • Comprehensive Degree Directory – A comprehensive directory of degree programs and prospective career information
  • College Student Finance Articles – A directory of articles and information on financial aid for students
  • eCollegeFinder – Provides students with information about the best available online degree programs from accredited online colleges and universities
  • EdSoup – Stop searching for the right colleges; let them find you
  • EducationGrant – Find the money you need for your college degree
  • Education Online Search – Learn about careers and the schools offering education and degrees for the fields you choose
  • Education Search – Find schools by location, or area of interest
  • ePrep – Provides students and parents with expert advice in Test Prep and College Planning
  • eStudentLoan – Compare student loans and apply online
  • FinAid – Financial aid and scholarship guide for parents and students
  • Master Degree Online.com – Comprehensive guide for would-be grad students interested in researching cool and exciting programs
  • MatchCollege – A free website that provides in-depth statistical information regarding colleges, universities and trade schools
  • NoteMesh – College students in the same classes can share notes with each other
  • NSLDS – The National Student Loan Data System is the U.S. Department of Education’s central database for student aid
  • Online Psychology Degrees – A directory of online and campus programs in Psychology from over 1,600 schools
  • Online Schools – Your one-stop shop for online education and campus programs
  • Peterson’s – Prepare for your test, find the right school, explore financial aid, advance your career
  • RN to BSN – An easily searchable database of RN to BSN degree programs
  • RN to MSN – A directory of nationally accredited programs offered by more than 470 schools
  • RWM – A database of online schools, including information on getting a high school diploma online from an accredited online high school
  • Sallie Mae – The nation’s leading provider of student loans
  • SimpleTuition – Find and compare student loans
  • Talbot’s Student Planning – Listings of colleges, universities, as well as financial aid information
  • Teacher’s Professional Development – Comprehensive listing of professional development opportunities for educators
  • TuitionU – A community of students, parents, teachers, and professionals that have conversations regarding all aspects of higher education
  • Upromise – Learn how to earn, save, and pay for college
  • Viewpoints Education Reviews – The inside scoop on what you should and should not expect when searching for the right college

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Computers and Technology

  • DotWhat!? – A database of file extension information for Windows, Linux and Mac operating systems
  • File Extensions – Detailed explanations of each file type and the way they are used today
  • Free PC Tech – Windows XP tips and tricks
  • FreeSoftwareBooks – Links to free software books online
  • FreeTechBooks – Online computer science and engineering books and lecture notes
  • GoAnimate – Make your own animated characters and direct your own cartoons
  • HacknMod – Hundreds of tutorials, guides, and video lessons about hacking and modifying game consoles, computers and devices
  • Help With PCs – Learn about your PC and its programs
  • Intelligentedu – Free computer training, education and tutorial resources
  • Internet Archive Wayback Machine – Over 100 terabytes and 10 billion web pages archived from 1996 to the present
  • Optimize Guides – Free, comprehensive guides for the Windows 2000, XP and Vista operating systems
  • Programming Ebooks – A listing of freely available programming related ebooks
  • Simplehelp – Helping beginner-to-intermediate computer users learn how to do various things with their computers
  • Tech Books for Free – Free programming and computer science books
  • Tech Cheat Sheet – Technology and programming related cheat sheets and quick reference guides
  • TECHtionary – Animated tutorials about technology
  • The ACM Classic Books Series – A list of free classic computer science books
  • The How-To Geek – Computer help, tips and advice
  • Tweako – Users submit articles, links to guides, tutorials, service reviews, new software, and general information
  • Webopedia – Computer and Internet terms and definitions
  • Website Setup Guide – A simple guide that shows beginners how to set up a website
  • WhatIs.com – Definitions, computer terms, tech glossaries and cheat sheets

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Culture, Arts and Music

  • Abasoft – Free online music flash games and lessons for all ages
  • AICT – Provides a rich database of images of art and architectural works in the public domain on a free-access, free-use basis
  • Art on the Web – 1,200+ links on art and architecture
  • ArtPromote – Explore thousands of online exhibitions, image collections, museums, and related resources
  • ArtsEdge – Provides free resources and materials for teachers, students, and arts-based instruction for theater, music, visual arts and dance
  • Berklee Shares – Free music lessons that you can download and share
  • CENSUS of Antique Works of Art – An interdisciplinary research database containing documentation centering on the reception of antiquity
  • Classical Music Navigator – Search by composer, notable works, geographical location, style, form of music or glossary
  • CraftPOP – Popular homemade arts, crafts, hobbies, ideas, and other DIY resources
  • Creativity Portal – Coaches, artists, writers, and professionals sharing their expertise to inspire creative exploration and expression
  • Dolmetsch Music Dictionary – Translations, explanations, definitions and comments on musical terms and words
  • Drawspace – Brenda Hoddinott, artist and art educator, shares drawing tutorials
  • Essentials of Music – Information about classical music
  • Exploratorium – The museum of science, art and human perception
  • Figure Drawing Ebooks – A library of free rare and valuable figure drawing books in PDF format
  • Freebyte Music Zone – A list of free music resources, music software, online music lessons, sheet music and more
  • Great Buildings – The leading architecture reference site on the web with 3D models, photographs and architectural drawings, commentaries, etc
  • Incredible Art Department – Art lessons, resources, galleries and much more
  • Music Education Magic – News, information and resources for music educators and their students
  • Musictheory.net – Free online music tutorials, utilities and downloads
  • Mutopia – Sheet music editions of classical music for free download
  • OnClassical – Quality classical music recordings in WAV format
  • OnlyPencil Tutorials – Tips and techniques for pencil drawing
  • Royalty Free Music – Features collections of royalty-free music for individuals to freely use in personal projects and production
  • Songfacts – Learn song trivia and find out the meaning behind the lyrics
  • Take Lessons – Find a local instructor that teaches music, singing, acting or dance
  • Words of Art – A dictionary of art words, terms and phrases

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Dictionary/Thesaurus

  • AllWords – Dictionary that allows you to search for words containing certain letters, words ending with and words starting with
  • Alpha Dictionary – Online dictionaries for nearly 300 different languages
  • American Sign Language Browser – An animated American Sign Language dictionary
  • Answers.com – Online dictionary, encyclopedia and much more
  • AskOxford – Free Oxford dictionary resources online
  • Dictionarist – A talking dictionary which can provide translations with pronunciation and sound in over a dozen languages
  • Dictionary.hm – Just start typing and the search results will automatically appear
  • Double-Tongued Dictionary – A lexicon of fringe English, focusing on slang, jargon and new words
  • Howjsay – An English pronouncing dictionary with instant sound
  • HyperDictionary – One search returns results from video, medical, dream, computing, current and vintage dictionaries
  • JaLingo – A free OS independent dictionary application
  • Kids Open Dictionary Builder – A free, open simple dictionary for students to use that anyone can contribute to
  • LookWAYup– Combines a multilingual dictionary, thesaurus, translation, and other handy tools
  • Memidex – A dictionary/thesaurus including extensive cross-referencing, complete inflections, and frequent updates
  • Merriam-Webster Online – Dictionary and word games and more
  • MetaGlossary – Defines over 2,000,000 terms, phrases and acronyms
  • OneLook Dictionary Search – Search web-based dictionaries for definitions or translations
  • Online Etymology Dictionary – Explanations of what our words meant and how they sounded years ago
  • Pseudodictionary – Slang, webspeak, colloquialisms
  • StarDict – A cross-platform and international dictionary software
  • The Free Dictionary – Free dictionaries, thesaurus, encyclopedias and more
  • Visual Dictionary – Explore the 15 major themes to access more than 6,000 images
  • Visuwords – Look up words to find their meanings and associations with other words and concepts
  • Wiktionary – A multilingual dictionary with definitions, etymologies, pronunciations, synonyms, antonyms and translations
  • WordIQ – Offers search results from a diverse array of dictionary, encyclopedia, thesaurus, and other valuable resources
  • WordNet 3.0 – This vocabulary helper offers word definitions, antonyms, hyponyms, synonyms, holonyms, attributes, and more
  • ZebraWords – Dictionary, thesaurus, translations and more

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Foreign Language

  • American Sign Language Browser – Learn ASL by watching animated demonstrations
  • bab.la – A free collaborative dictionary, language quizzes and a language forum featuring user-generated content
  • Babylon Box – Translate to French, German, Hebrew, Italian, Japanese, Portuguese, Spanish and other languages
  • BBC Languages – Learn a bit at a time in your own time
  • BEOLINGUS – German, Spanish, Portuguese and English translation and dictionary tool
  • busuu – A new concept of language learning through native speaking communities
  • Dictionarist – A free online multilingual and talking dictionary service which can provide translation in
  • eduFire – A community of people teaching and learning languages through a combination of video, voice and text chat
  • English Flashcards – Learn new languages online with this effective flashcard system
  • Fonetiks – Online pronunciation guides to 9 varieties of the English language and 9 other languages
  • Free Online Translation – Free text, email and website translation tools
  • French Assistant – Free French language lessons with audio
  • Free Spanish Lessons – Offers free vocabulary lists, grammar lessons, and a blog
  • FSI Language Courses – Public domain language courses developed by the US government
  • italki – Language exchange and learning community
  • Language Learning Library – A comprehensive selection of free language learning tutorials
  • Learn Italian Online – Free tutorials and resources for learning Italian
  • Lingro – A multilingual dictionary and language learning site
  • Livemocha – An online language-learning community that offers interactive lessons
  • Pons Dictionary – Detailed international dictionaries and high quality language tools
  • Selingua – German, Spanish, French and Swedish vocabulary training
  • Teach2000 XP – A private teacher to help you memorize a foreign language
  • Textkit – Learn Ancient Greek and Latin
  • Word2Word – Lessons to help learn one language from another
  • WordReference – Online translation dictionaries

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GPA Calculators

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Graphs/Printables/Presentation

  • authorSTREAM – Online PowerPoint presentations and slideshow sharing
  • Awesome Powerpoint Tutorials – Tutorials on how to create text-FX, transparencies, DVD’s etc. with PowerPoint
  • Create A Graph – Quickly create graphs and charts
  • Empressr – Create, share and store Flash-based presentations online
  • e-Tutor Graphic Calculator – Graph one or more equations
  • FooPlot – Online plotting utility
  • Gliffy – Create all types of diagrams, flow charts, floor plans, wireframes and more online
  • Incompetech – Free online graph, grid, and lined paper printouts in PDF format
  • Microsoft Photo Story – Create slideshows with special effects using your digital photos
  • PDF Pad – Print graph paper free from your computer
  • PowerPoint Templates for Teachers – PowerPoint resources for educators
  • Preezo – Create professional quality presentations
  • PrintFree – Print free graphs, calendars, forms, cards and more
  • Slideshare – Share your presentations privately or publicly
  • Spresent – A free Web-based alternative to PowerPoint
  • ThinkFree – Create graphs, spreadsheets and presentation files online
  • yEd – Quickly and effectively generate drawings and to apply automatic layouts to a range of different diagrams and networks
  • Zoho Show – Online tool to create, edit, publish, and show presentations

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Highlighters/Web Annotation

  • Awesome Highlighter – Highlight text on web pages and get a small link to the highlighted page
  • Diigo – Highlight, annotate, tag, collect, and remotely access web content
  • Highlighter – This Firefox extension allows you to highlight text on a webpage
  • MyStickies – Put sticky notes on Web pages
  • Scrapbook – A Firefox extension, which helps you to save Web pages and highlight text
  • Wired-Marker – A permanent indelible highlighter that you use on Web pages
  • Wizlite – Highlight text on any page on the Internet and share it

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History/Geography

  • 50 States – Detailed information about the 50 states and their capitals
  • A Journey to a New Land – A site exploring the first peopling of the New World funded by the Virtual Museum of Canada
  • American Memory – Free and open access to a wide variety of digital records about American history from The Library of Congress
  • Atlapedia Online – Full color physical maps, political maps, key facts and statistics on countries of the world
  • Capitals of the 50 States – Using Google Maps API, this map shows the location for each state capital
  • CountryReports – Cultural, historical, and statistical country information
  • Digital History – An online history textbook
  • Footnote – Discover, interact and share millions sources from a repository of the world’s greatest archives of historical documents
  • Geosense – Test your knowledge of world geography alone or against another online player
  • History and Politics Out Loud – A database of multimedia documenting and delivering authoritative audio relevant to American history and politics
  • HyperHistory – A collection of public domain and copy-permitted historical texts presented for educational use
  • JetPunk – Fun and interactive geography quizzes
  • Journey of Mankind – A virtual global journey of modern man over the last 160,000 years
  • Internet History Sourcebooks Project – A collection of online resources that are organized by subject, everything from accounting to social sciences
  • MacroHistory – Prehistory to the 21st century with timelines, maps, book summaries etc
  • Maps of War – Maps and animations of timelines pertaining to war
  • NBL Map Center – 200,000 historic maps and 5,000 atlases documenting the evolution of the printed map
  • Perseus Digital Library – An evolving library documenting the history, literature and culture of the Greco-Roman world
  • PolicyMap – An online Geographic Information System that enables users to create custom tables, charts and maps
  • Seterra – A challenging geography program with 70 different exercises
  • TerraClues – An online game using Google technology in which you must find hidden markers placed on the world map by solving a series of clues
  • UNEP/GRID-Adrenal Maps and Graphics Library – Search and explore vast amounts of global and regional data through an interactive interface
  • World Atlas – Maps, flags, geography facts, currency conversion, world clocks and more
  • World Freedom Atlas – A visualization showing the level or human rights, democracy and good governance within countries
  • World History Sources – Reviews describe online primary source archives, evaluate resources, and provide classroom suggestions

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Home Library

  • BookBump – An easy-to-use book manager
  • Calibre – An open source e-book library managementand conversion application
  • eLibPro – Manage your book collection in a nice and easy way
  • lib.rario.us – A place to catalog your media collection, whether it be books, DVDs, CDs
  • LibraryThing – Catalog your books online and connect with people who read the same things
  • Shelfari – Create virtual shelves to show off your book collection

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Kids/Young Adult

  • Ask Dr. Universe – Science questions and answers for kids of all ages
  • Ask for Kids – A fast, easy and kid-friendly way for kids to search online
  • Brain Games – Free access to games scaled to your learning level
  • Cackleberries – A safe place for kids to play educational games online
  • Childsplay – A suite of educational games for young children with additional plugins
  • Creating Music – An online creative music environment for children of all ages
  • Discovery Kids – Videos, games and more for kids
  • DSOkids – The Dallas Symphony Orchestra’s magical doorway to a world of musical fun and learning
  • e-Learning for Kids – Free and unlimited use of best-in-class courseware
  • Fact Monster – Atlas, almanac, dictionary, encyclopedia and much more from Information Please
  • Funschool – Fun and educational activities and games for kids
  • GameGoo – Educational spelling and reading games
  • KidPad – A collaborative story authoring tool for children
  • KidsClick – A search tool for kids by librarians
  • Kids Health Galaxy – An interactive overview of what happens in a hospital
  • Kids’ Vid – An instructional web site that helps teachers and students use video production in the classroom
  • Memoryplay – A fun customizable memory card game
  • MoneyTrail – A free allowance and money management system for kids, teens and families
  • National Geographic Kids – Games, videos, photos, stories and more for kids
  • National Geographic Little Kids – Games, videos, photos, stories and more for younger children
  • Owl & Mouse – Educational maps, software, games and activities
  • PBS Kids Go – Fun games and challenges for children
  • Scholastic – Helping children around the world read and learn
  • Sebran’s ABC – Software that teaches letters, numbers, simple math, and rudiments of reading
  • SFSKIDS – A fun site for kids to learn about music from The San Franciso Symphony
  • SmartTutor Freebies – Free educational games and activities for children
  • SpellingCity – Online spelling games that make practicing for tests fun
  • Story Plant – Grow your own story from the story plant
  • Teen Ink – A monthly print magazine, website and book series all written by teens
  • The Young Writers Society – Community forums for young writers

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Lectures/Speeches/Podcasts

  • Academic Earth – Thousands of video lectures from the world’s top scholars
  • American Rhetoric – Top 100 speeches of the 20th century by rank
  • AA School of Architecture Lecture Archives – A large collection of video lectures available to the public
  • EdTechTalk – A webcasting network of educators discussing educational technology
  • Fora TV – An on demand multimedia portal delivering spoken words on global issues
  • Free Academic Podcasts – 145 podcasts for your educational pleasure
  • Free University Lectures – Computer science, mathematics, and physics lectures
  • Internet TV Search Engine – Search for webcasts and lectures online
  • Lecturefox – A collection of free university lectures on physics, mathematics and computer sciences
  • listeningtowords – Find, listen and discuss free lectures from around the Web
  • MIT World – A vast video archive of lectures
  • PoducateMe – Practical solutions for podcasting in education
  • Pulse-Project – Audio and video lectures for both general and specialised audiences, delivered by eminent academics
  • Scitalks – A very large collection of science lectures on video
  • Ted Talks – Talks from the Technology Entertainment Design conventions
  • webcast.berkeley – Every semester, UC Berkeley webcasts select courses and events for live viewing and on-demand replay over the Internet
  • WGBH Forum Network – Archived Webcasts of Free Public Lectures
  • World Lecture Hall – Free online course materials from around the world

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Mathematics/Calculators

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Memorization

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Notes/Writing

  • 100 Words – This is an exercise in disciplined creativity in which you must write exactly 100 words at a time
  • AyeNotes – Quickly take notes online and access them everywhere
  • BibMe – A free bibliography maker that auto-fills
  • Creative Writing Prompts – Inspiring ideas for writers, bloggers and poets
  • CutePDF Writer – Create professional quality PDF documents
  • EasyBib – A free automatic bibliography composer
  • Essay Punch – An interactive writing tutorial
  • EverNote – Quickly create, capture and organize any type of note
  • FruitNotes – An easy-to-use online notebook to create, organize and share your notes online
  • Go2PDF – Convert any document into PDF format instantly
  • Google Docs & Spreadsheets – Create and import basic documents and spreadsheets
  • Google Notebook – Clip and collect information as you browse the web
  • Great Source iwrite – Everything educators, students, and parents need to make the writing process work
  • Helium – Write, read, rate and earn revenue
  • Lightning Bug – Helping you write a story from beginning to end
  • My Notes Tiddlywiki – A note-taking and organizational software
  • mynoteIT – Organize your school life
  • NaNoWriMo – National Novel Writing Month
  • Notecentric – A web based note taking application
  • Notepad++ – A free source code editor and Notepad replacement that supports several languages
  • OttoBib – Free and easy automatic bibliography generation
  • Paradigm Online Writing Assitant – Resources, advice, articles, writing tools, free blog, forums and more
  • PocketMod – The ultimate note card
  • PrimoPDF – Convert to PDF from any application by simply ‘printing’ to the PrimoPDF printer
  • Protagonize – An interactive fiction and collaborative story writing community
  • SlapAStory – Write, submit, read and discuss short stories online
  • Smories – Free original stories for kids, read by kids
  • SnapBits – Securely store, search, sort and easily retrieve information
  • Stikkit – Organize notes and data; share, collaborate and comment on ideas
  • Stickies – Digital sticky notes that can be attached to a web site, document, folder or the desktop
  • Study Stickies – Better understand and remember books (both printed and online), videos, podcasts, online documents, etc
  • SyncNotes – Synchronize your notes and access them online or with your mobile
  • TextWrangler – A powerful general purpose text editor
  • Tinderbox – A personal content assistant that helps you visualize, analyze and share your notes
  • UberNote – Quickly store, manage and access your content from anywhere
  • WEbook.com – An online publishing platform that allows writers, editors, reviewers, illustrators and others to join forces
  • WordCounter – Use this to see what words you overuse to keep from writing redundantly or repetitively
  • Word Count Tool – Free online tool to count the number of words – just copy and paste
  • Wordnik – Shows definitions from multiple sources, so you can see many different takes on a word’s meaning
  • Word Spy – Devoted to lexpionage, the sleuthing of new words and phrases
  • Write Street – Ultimate tools and resources for great writers and artists
  • Writer’s Digest – Devoted to helping writers develop their craft and hone their publishing acumen since 1920
  • Writer’s Resource Center – News, articles, information and opportunities for writers
  • Writing Career – Expert adivce on career training, education and changing careers aimed at writers
  • Writing.com – Create an online writing portfolio with numerous writing tools, email services, and the chance to meet and bond with fresh creative minds
  • Writing Fun – Using text organizers to help students with the writing process
  • yWriter – Free stroy writing software

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Online Learning

  • AcademicInfo – Online degrees, online schools and student resources
  • ArsDigita University Curriculum – The curriculum was modeled on the undergraduate CS program at MIT
  • Adult Learn – An aggregator of educational institutions in a diverse array of concentrations
  • BBC Learning – Online learning, support and advice
  • Buddy School – Online tutors in all subjects, thousands of private teachers around the globe
  • Claroline – An Open Source eLearning platform that allows teachers to build online courses and collaborative activities on the Web
  • Connexions – View and share educational material that can be organized as courses, books, reports, etc.
  • Coursera – Take the world’s best courses, online, for free.
  • Critical Thinking Web – Over 100 free online tutorials on critical thinking, logic, scientific reasoning, creativity, and other aspects of thinking skills
  • Curriki – Free user-created, open source curricula
  • dokeos – Build e-courses using templates, Word and Powerpoint documents
  • E-Learning Community – A social online learning network
  • Engineering Degrees Online – Get your Engineering Degree online
  • FREE – Federal Resources for Educational Excellence
  • Free-Ed – Free education on the Internet – no books to buy or hidden fees
  • FunBrain – Fun games for your brain
  • Free Book Notes – A guide to free book notes, summaries, literature notes, and study guides for over 1600 books, plays, and poems
  • Games for the Brain – Play never-ending quiz, memory & brain games to train your thinking
  • GCFLearnFree – The freedom to learn what you want, when you want, absolutely free
  • HippoCampus – Online multimedia and course materials that can help you with your homework and studies
  • Howtopedia – A collaborative platform for practical knowledge and simple technologies
  • Infobarrel – Community contributed information and how-to guides
  • Intaractives – Strategies, content, and activities that can enhance and improve students’ skills in a variety of curricular areas
  • Internet Archive – Universal access to human knowledge
  • ItrainOnline– A selection of the best and most relevant computer and Internet training resources for development and social change
  • Khan Academy – Free access to a library of over 3,500 videos on everything from arithmetic to physics, finance, and history and hundreds of skills to practice
  • Annotum – formerly Knol – An open-source, open-process, open-access scholarly authoring and publishing platform
  • Learning Objects Repository – Access a wealth of teaching and learning materials
  • Medical Assistant Schools – Info about enrolling in online medical assistant programs
  • Medical Billing and Coding – Obtain a degree in medical coding and billing
  • OEDb – The Online Education Database is your guide to online colleges, continuing education, distance learning, and more
  • Online Courses – Free online courses from the world’s leading universities like Yale, MIT, Stanford, Harvard and many others
  • Online Nursing Programs – Discover the top programs online for nursing education
  • Online PhD Programs – Resources on attaining an online doctorate
  • Qoolsqool – A free and open educational resource for educators, students, and self-learners around the world
  • Quizlet – An online tool for learning vocabulary
  • ResourceShelf – Dedicated librarians and researchers share the results of their web searches for resources and information
  • Skillwise – Factsheets, worksheets, quizzes and games to help improve your skills
  • SoYouWanna – Teaches you how to do all the things nobody taught you in school
  • STARTDL Puzzles – more than 36 different educational puzzles including Anagrams, Word and Number Games, Trivia
  • The Learning Toolbox – Learning resources for parents, teachers and secondary students with learning disabilities and ADHD
  • Thinkfinity – Thousands of lesson plans, educational games and activities from Verizon
  • ThinkQuest – A world-renowned resource for educational sites and web-based lessons created for students, by students
  • Tutorom – Create your own courses, access thousands of lessons, share advertising revenues
  • typeonline – Online touch typing course for motivated individuals looking to develop keyboard skills
  • WebQuest – A WebQuest is an inquiry-oriented lesson format in which most of the information comes from the web
  • Wisc – Free access to an online learning object repository

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Open Source/OpenCourseWare

  • Directory of Open Access – Open access scientific and scholarly journals that use a quality control system to guarantee the content
  • GitHub – Share Open Source code with friends, co-workers, classmates, and strangers
  • Harvard University Library OCP – Online access to historical resources from Harvard’s renowned libraries, archives, and museums
  • JHSPHOpenCourseWare – The Johns Hopkins Bloomberg School of Public Health’s OpenCourseWare project
  • MERLOT – Multimedia Educational Resource for Learning and Online Teaching (Creative Commons)
  • MIT’s OpenCourseWare – A free and open educational resource for educators, students, and self-learners around the world
  • OER Commons – A teaching and learning network of shared materials, from K-12 through college, from algebra to zoology, open to everyone
  • Online Courses – Free online courses from the world’s leading universities like Yale, MIT, Stanford, Harvard and many others
  • OpenCourseWare Consortium – Universities working together to advance education and empower people worldwide
  • OpenCourseWare Finder – Search through a collection of open educational materials
  • Open Learning Initiative – A collection of openly available and free online courses and course materials that enact instruction for an entire course
  • OpenLearn LearningSpace – Free and open educational resources for learners and educators around the world
  • Open Source Education Foundation – Enhancing K-12 education using technologies and concepts of the Open Source and Free Software movement
  • Open Source Initiative – A non-profit corporation formed to educate about and advocate for the benefits of open source
  • Open Source Living – An archive of Open Source software, applications and references
  • Notre Dame OpenCourseWare – Open access to the materials used in a variety of courses
  • Tufts OpenCourseWare – Tufts’ initial course offerings demonstrate the University’s strength in the life sciences
  • UCIrvine OpenCourseWare – University-level educational materials, including syllabi, lecture notes, assignments and exams
  • Utah State OpenCourseWare – A collection of educational material used in USU’s formal campus courses

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Organization/Brainstorming

  • Backpack – Collect, organize, and get things done
  • bubbl.us – Free brainstorming web application with colorful mind maps that you can embed on your web site
  • CmapTools – Construct, navigate, share and criticize knowledge models represented as concept maps
  • CollegeRuled – Your class schedule, class message boards, lists, notes and more
  • Elf – This service will send you email reminders about your library loans and holds
  • FreeMind – Free mind mapping software
  • iOutliner – Organize your ideas
  • Mapul – Create completely organic looking mind maps
  • Mayomi – Visually organize thoughts, facts and ideas
  • Mind42 – A browser based online mind mapping application
  • Mindomo – Create, edit mind maps, and share them with your colleagues or your friends
  • RecallPlus Lite – A study-based mind mapping software that tests students on their notes
  • Schedulizer – A tool to help college students plan their academic schedule
  • Spinscape – A collaborative mind mapping software that offers a new way of gathering and managing information
  • SproutLiner – Manage your projects and ideas
  • The Idea Lottery – An idea generating tool to help you discover new connections and solutions
  • Treepad Lite – A personal databas, PIM, organizer, notes manager, text editor and search engine
  • View Your Mind – A visual thinking and planning tool
  • VUE – A content mapping application to help organize, contextualize, and access digital information
  • WiseMapping – Create, edit and access your mindmaps from anywhere over the Web

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Poetry/Quotes

  • Kalliope – A unique poetry workshop based on original exercises for poets young and old
  • LitQuotes – This literary reference site features quotations from the great works of literature
  • Online Rhyming Dictionary – for poetry and songwriting
  • Pathetic– A community for poets and poetry enthusiasts alike
  • PoemHunter – Search for poems, lyrics, music, and quotations
  • Poetiv – An archive of 15,000+ Poems by 150+ Poets
  • Poetry 180 – A poem a day for American high schools from the Library of Congress
  • Poetry Archive – Online collection of recordings of poets reading their work
  • Poetry Collections – Links to poetry available online
  • Poetry Magic – A resource about the theory and craft of writing poetry
  • Poetry Portal – One of the most complete resources available on the Internet
  • Poetry Resources – A collection of online poetry resources
  • Poets.org – The Academy of American Poets
  • Post Poetry – A community with thousands of amateur and professional poets alike
  • Quotefolio – Quotes, sayings, proverbs and adages
  • RhymeZone – Rhyming dictionary and thesaurus
  • Shadow Poetry – A world of poetry at your fingertips
  • The Poet Sanctuary – A safe and enjoyable haven for fans of poetry

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Quizzes/Test Taking

  • ACT Test Prep – A site for students with information and links to free resources
  • ClassTools – Create interactive educational games and quizzes
  • Cramberry – Cramberry tracks your progress to help with the flash cards that give you trouble
  • ETS – Information about tests with resources for educators, students and parents
  • ExamProfessor – Offer online exams, tests, quizzes, drills and practice
  • ExamToolkits – A complete resource for gaining information on your next exam
  • Learning Vocabulary Fun – Test preparation and vocabulary building made fun
  • Number2 – Free SAT, ACT and GRE test prepation and vocabulary builder
  • QuizMaster Manager – An Open Source project that lets users create, edit and manage quizzes
  • QuizMD – The open collection of practice exam questions created by and for medical students
  • SAT Preparation – A quiz and study guide for the SAT
  • Test Prep Review – A free resource center for test preparation and new exams

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Reference/Research

  • A Research Guide for Students – All the necessary tools for students to conduct research and to present their findings
  • Abreviations.com – The world’s largest directory and search engine for acronyms, abbreviations and initialisms online
  • AccessMyLibrary – Free access to millions of articles from top publications available at your library
  • Acronym Finder – Find out what any acronym, abbreviation, or initialism stands for
  • All-Biographies – Search or browse through thousands of biographies on people in a variety of subjects
  • Arts & Letters Daily – A regularly updated listing of articles, books, essays and ideas from The Chronicle of Higher Education
  • Axioma Search – Interactively increase the relevancy and context of your searches
  • BookRags – Over 4 million pages of literature summaries, biographies, literary criticism, essays, encyclopedias, and eBooks
  • Citizendium – An open wiki project aimed at creating an enormous, free, and reliable encyclopedia
  • Cliche Finder – A searchable database of cliches
  • ClicheSite – The largest collection of cliches, phrases and sayings with definitions and explanations
  • Common Errors In English – An extensive list of common errors made in (American) English
  • Confusing Words – A collection of words that are troublesome to readers and writers
  • Cooperative Research – Conduct grassroots-level research and investigations on any issue
  • Daily Grammar– Free grammar lessons emailed to you Monday through Friday, with a quiz on Saturday
  • Dr. Grammar FAQ – Answers to questions previously asked of Dr. Grammar that may provide help with your grammar questions
  • edocr– A knowledge exchange where users can upload, convert and share documents
  • English Club– Many resources for English educators and students
  • Factbites – What do you get if you cross a search engine with an encyclopedia?
  • FAQ Alert – A human-edited, question and answer directory
  • Find Articles – Free access to millions of articles from thousands of top publications
  • Free Management Library – Comprehensive resources regarding the leadership and management of large or small for-profit or nonprofit organizations
  • Free/Open Source Research Community – A research community in which information will be freely exchanged
  • FreeLunch – Free economic, demographic & financial data
  • FreePatentsOnline – A powerful, fast and easy-to-use patent search engine
  • Glossary of Linguistic Terms – An extensive living glossary of linguistic terms
  • Google Scholar -Broadly search for scholarly literature
  • Greek Gods Family Tree – A unique tree graphing the genealogies of the Greek Gods
  • HighBeam Encyclopedia – Search or browse over 57,000 articles from the Columbia Encyclopedia
  • ibiblio -Conservancy of free information, including software, music, literature, art, history, science, politics, and cultural studies
  • INFOMINE -A virtual library of resources relevant to faculty, students, and research staff at the university level
  • Infoplease – Free online reference, research and homework help
  • Internet Public Library – The first public library of and for the Internet community
  • Intute – Web resources for education and research
  • Jim Kalb’s Palindrome Connection – A collection of palindromes and links to similar resources
  • JournalistExpress – News and research portal for reporters
  • KartOO – A metasearch engine with visual display interfaces
  • LEO APA Documentation – General guidelines for APA Reference Page Citations
  • LEO MLA Documentation – The system of documentation used in the fine arts and humanities
  • Library Research Guides – Informs you how to use a variety of print and electronic resources
  • LibWorm – A search engine, a professional development tool, and a current awareness tool for people who work in libraries
  • LocalCensus – Free statistical information about the United States of America and all of its cities, zip codes, and counties
  • LoveToKnow Classic Encyclopedia – Based on the 1911 Edition of the Encyclopaedia Britannica
  • Mendeley – Organize, sync, share and discover research papers
  • Mythography – Presents resources and reference material about mythology including lexicons that explain Greek, Roman, and Celtic terms.
  • Nexplore – A visually engaging, interactive search engine with a multi-media interface
  • Newspaper Index – Free access to newspapers from all over the world
  • NoodleTools – Software that teaches students and supports teachers and librarians throughout the entire research process
  • Open-Site – A free Internet encyclopedia that is edited by volunteers, freely available under the GNU Free Documentation License
  • Paper of Record – Building the world’s largest searchable archive of historical newspapers with over 21 million images collected so far
  • Quintura Search – A visual map of tags or hints contextually related to your search query
  • refbase – Web-based, platform-independent, multi-user interface for managing scientific literature & citations
  • Refdesk – Reference, facts, news, search and resources
  • ResearchChannel – Direct access to the work of researchers who are helping to understand our world and shape our futures
  • Research Matters – Explore Harvard research discoveries as they occur
  • Resources for School Librarians – A list of learning, teaching, and administration resources for librarians
  • Schoolr – Many types of reference and research tools in one handy location
  • Silva Rhetoricae – Helping beginners, as well as experts, make sense of rhetoric
  • Symbols.net – Directory of signs, glyphs, flags and symbols and their meanings
  • Symbols.com – A searchable index containing more than 1,600 articles about 2,500 Western signs
  • Teachers’ Domain – Multimedia resources for the classroom and professional development
  • The Elements of Style – A classic reference book for students and conscientious writers
  • The Free Library – A free, searchable archive that provides access to a daily-updated collection of 4 million articles from classic works of literature and leading periodicals
  • The OWL Family of Sites – Handouts on writing, research, grammar, and MLA and APA, free consultations and more
  • The Phrase Finder – A reference guide pertaining to the meanings and origins of phrases
  • ThinkExist – Finding quotations was never this easy
  • Tools for Reading, Writing, & Thinking – To help students engage in rigorous thinking
  • Votetocracy – Resources to learn about government as well as take many forms of action
  • Webgrammar – Free writing tips and grammar advice
  • Wikibooks – A collection of free content textbooks that you can edit
  • Wikiquote – A free online compendium of quotations from notable people and creative works in every language
  • Wikisource – The free library that anyone can edit
  • World Digital Library – Multilingual site that provides significant primary materials from countries and cultures around the world
  • Ziipa – A search engine that delivers great content in a visual way that is simple to use
  • Zotero – A Firefox extension to help you collect, manage, and cite your research sources

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Sciences/Space

  • Amazing Space – Promotes the science and majestic beauty of the universe for use in the classroom
  • AmphibiaWeb – An online system that allows free access to information on amphibian biology and conservation
  • Animal Diversity Web – An online database of animal natural history, distribution, classification, and conservation biology
  • Animal Photos – Creative Commons photos of animals that can be used for web sites, school projects and presentations
  • Animal Search – A family-safe search engine for animal related web sites
  • arXiv.org – E-prints in physics, mathematics, computer science, quantitative biology, quantitative finance and statistics
  • AstroWeb – Astronomy resources on the Internet
  • Bassett Collection of Stereoscopic Images of Human Anatomy – 3D images of human anatomy
  • BEYOND – Confronting the big questions of existence raised by scientific advances and facilitating new research initiatives
  • Brain Maps– A collection of annotated, scanned images of serial sections of both primate and non-primate brains
  • Celestia – A free space simulation that lets you explore our universe in three dimensions
  • Celestia Motherlode – A repository for various addons like textures, models or celestial objects for Celestia
  • Cell Press – Improving scientific communication through the publication of exciting research and reviews
  • Charles Darwin Online – The complete works of Charles Darwin online
  • Eisnteins Archives Online – Online access to Albert Einstein’s scientific and non-scientific manuscripts
  • EOL – Encyclopedia of Life is a site with a goal to document all species of life on Earth
  • Exploring Life’s Origins – A timeline of life’s evolution
  • eMolecules – A genuine cheminformatics system that searches for molecules using chemical structure
  • Encyclopedia of Astrobiology, Astronomy, and Spaceflight – An Alphabetical Guide to the Living Universe
  • Encylcopedia of Life – An ongoing collaborative to document all species of life on Earth
  • FreeScience.info – Provides more than 1000 free scientific books
  • Free High School Science Texts – Free science and mathematics textbooks for Grades 10 to 12
  • Hubblesite – Discoveries from the Hubble satellite, take a monthly tour of the night sky, and more educational cosmic revelations
  • Light and Matter– Educational materials for physics and astronomy
  • MedlinePlus – Interactive health education resources from the Patient Education Institute
  • NASA – Informative site for kids, students, educators, and researchers
  • NatureServe Explorer – An authoritative source for information on more than 70,000 plants, animals, and ecosystems of the United States and Canada
  • Nearby Stars Database – A complete and accurate source of scientific data about all stellar systems within 25 parsecs
  • Neave Plantetarium – An acurate, real-time plantetarium you can interact with through your browser
  • NOVA – Video, podcasts, and plenty of information from PBS
  • NSDL – An online library for education and research in science, technology, engineering, mathematics
  • PhET – Free physics, chemistry, biology, earth science and math simulations
  • Physics Flash Animation – 88 Flash animations for illustrating physics content
  • Physlets – Flexible Jave applets designed for science education
  • PhysLink – Physics and astronomy online
  • Places and Spaces – Maps designed to help understand, navigate and manage physical places and abstract information spaces
  • Robert Krampf’s Science Education Company – Free science videos and experiments
  • SABER – An online, searchable database of astronomy education research
  • Science Toys – Use common household materials to make toys that demonstrate fascinating scientific principles
  • Scientific Commons – The largest communication medium for scientific knowledge products which is freely accessible to the public
  • Scirus – A comprehensive science-specific search engine
  • SciSeek – Science search engine and directory
  • Sciyo – Read, download and share thousands of articles from exclusive scientific journals and books
  • SolStation – Information and software for those interested in astronomy, writing, education, or entertainments related to science or speculative fiction
  • Spacestation42 – Free spacecraft, rockets, satellites, and planet paper models
  • Stellarium – An open source planetarium for your computer
  • SSRN: Social Science Research Network – Hosts an enormous eLibrary consisting of abstracts, journals, and working papers from top researchers of social sciences around the world
  • The Biology Project – An interactive online resource for learning biology developed at The University of Arizona
  • The ChemCollective – Online resources for teaching and learning chemistry
  • The Fever of 57 – Informational site with free site content for classrooms
  • The Internet Stellar Database – All the dirt on your favorite stars
  • The Vega Science Trust – Broadcasts science programs online for free
  • Tree of Life Web Project – A collaborative effort of biologists from around the world
  • Understanding Evolution – Your one-stop source for information on evolution
  • Vega – An independent broadcaster of informed scientific visual and audio media
  • Virtual Microscope – A NASA funded project that provides simulated scientific instrumentation for students and researchers
  • Visible Body – A complete and fully interactive, 3D human anatomy model
  • WebElements Periodic Table – Award-winning, clickable periodic table
  • WebMD – Award winning authority on health and medicine information
  • World Wind – Zoom from satellite altitude into any place on Earth

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Video Tutorials

  • 5min Life Videopia – Share your knowledge and watch short video solutions for practical questions
  • BrainPOP – A wide variety of animated movies and interactive educational content
  • Brightstorm Math – Over 2000 Math Videos in 6 subjects; Algebra 1, Geometry, Algebra 2, Trigonometry, Precalculus and Calculus
  • butterscotch – A video site about technology with computer tips and tutorials
  • Career Videos – Video overviews, job descriptions, educational requirements, salary information and career outlooks
  • Expert Villiage – Thousands of how-to and instructional videos from renowned experts
  • SchoolTube – Safe, effective video production and online video sharing
  • ScienceHack – A unique video search engine for science videos
  • Sclipo – A social utility for sharing knowledge and skills through video and webcam
  • SuTree – An index of free video lessons, video tutorials, lectures and how to guides
  • TeacherTube – An online community for sharing educational and instructional videos
  • TrickLife – A how-to video site that provides tutorials submitted by its members
  • VideoJug – Professionally-produced, high definition video content that covers every conceivable topic
  • Vidipedia – The free video encyclopedia that anyone can edit

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Full Courses:

full-course12Berklee Keyboard MethodSpring 2012Paul SchmelingBerklee College of Music

full-course11Bestsellers: Detective FictionNAStephen TapscottMassachusetts Institute of Technology

full-course1Bestsellers: Detective FictionFall 2006Stephen TapscottMIT

full-course1Bestsellers: Detective FictionFall 2006Stephen TapscottMassachusetts Institute of Technology

full-courseBestsellers: The MemoirNADr. Wyn KelleyMassachusetts Institute of Technology

full-course1Bestsellers: The MemoirSpring 2010Wyn KelleyMIT

full-course1Bestsellers: The MemoirSpring 2010Wyn KelleyMassachusetts Institute of Technology

full-course1Big PlansSpring 2003John de MonchauxMassachusetts Institute of Technology

full-course11Bio Inspired DesignN/ATU Delft

full-course14Bio MechatronicsN/ATU Delft

full-courseBiochemical EngineeringN/AUtha State University

full-course1Biochemical EngineeringN/ADr. Rintu Banerjee & Dr. Saikat ChakrabortyIndian Institute of Technology Kharagpur

full-course1Biochemical EngineeringSpring 2004Ron Sims, Ph.D.Utah State University

full-course19Biochemistry and Pharmacology of Synaptic TransmissionFall 2007Richard WurtmanMIT

full-course6,15Biochemistry LaboratoryNADr. Elizabeth Vogel TaylorMassachusetts Institute of Technology

full-course8Bioelectricity: A Quantitative ApproachFall 2012Roger Coke BarrDuke University

full-course39BioethicsSpring 2009Caspar HareMIT

full-course12Biogeochemistry of SulfurN/ARoger Summons, Shuhei OnoMassachusetts Institute of Technology

full-courseBioinformatics and BiocomputingN/AYasushi OkunoKyoto-u University

full-course16Bioinformatics and Computational Biology Solutions Using R and BioconductorSpring 2006Rafael IrizarryJohns Hopkins University

full-course8Bioinformatics and ProteomicsJanuary IAP 2005Gil Alterovitz, Manolis Kellis, Marco RamoniMassachusetts Institute of Technology

full-courseBiological Agents of Water and Foodborne BioterrorismN/AKellogg SchwabJohns Hopkins University

full-course35Biological Chemistry IINAJoanne Stubbe, Alice TingMassachusetts Institute of Technology

full-course50Biological Chemistry IISpring 2004Joanne StubbeMIT

full-course1Biological Computing: At the Crossroads of Engineering and scienceSpring 2005Julia KhodorMassachusetts Institute of Technology

full-course18Biological Engineering DesignNAJohn Essigmann, Darrell Irvine, Forest White, Dr. Atissa Banuazizi, Harlan Breindel, Dr. Mya PoeMassachusetts Institute of Technology

full-course13Biological Engineering II: Instrumentation and MeasurementNAMaxim Shusteff, Peter So, Scott ManalisMassachusetts Institute of Technology

full-course5Biological Engineering ProgrammingNAAndrew EndyMassachusetts Institute of Technology

full-course1Biological OceanographyFall 2008Eugene GallagherUniversity of Massachusetts – Boston

full-courseBiological Rhythm and Health SciencesN/ATomoko WakamuraKyoto-u University

full-course1Biology – Cell DivisionN/AKhan Academy

full-course1Biology – Evolution, Natural Selection and DNAN/AKhan Academy

full-course1Biology – Genes and Gene TechnologyN/AOpenLearn

full-course1Biology – HeredityN/AKhan Academy

full-course16Biomaterials EngineeringSpring 2009YigeunyongHanyang University

full-course23Biomaterials-Tissue InteractionsNAIoannis Yannas, Myron SpectorMassachusetts Institute of Technology

full-course7Biomedical Engineering DesignN/APlettenburgTU Delft

full-course4Biomedical Information TechnologyNAC. Forbes Dewey, Jr., Hanry Yu, Sourav Saha BhowmickMassachusetts Institute of Technology

full-course24Biomolecular Kinetics and Cell DynamicsNADouglas lauffenburger, Forest WhiteMassachusetts Institute of Technology

full-courseBiomolecular Kinetics and Cellular DynamicsNABruce Tidor, Karl WittrupMassachusetts Institute of Technology

full-courseBioorganic ChemistrySpring 2011Nik Ahmad Nizam Bin Nik MalekUTM

full-course14BiophysicsFall 2010Hyun KyuKorea University

full-courseBiostatistics for Medical Product RegulationFall 2008Mary FoulkesJohns Hopkins University

full-course12Biostatistics Lecture SeriesN/AJohns Hopkins University

full-course22BiotechnologyN/ADr Anas BahnassiUDemy

full-courseBiotechnology-New Strategies in AgricultureN/AHaruhiko ToyoharaKyoto University

full-courseBitsN/AHarry R. LewisHarvard University

full-course1Black Matters: Introduction to Black StudiesFall 2009Sandy AlexandreMassachusetts Institute of Technology

full-course1Black Matters: Introduction to Black StudiesFall 2009Sandy AlexandreMIT

full-course1Black Matters: Introduction to Black StudiesFall 2009Sandy AlexandreMassachusetts Institute of Technology

full-course1Black Matters: Introduction to Black StudiesFall 2009Sandy AlexandreMassachusetts Institute of Technology

full-courseBlackjack: Deal ’em UpN/A

full-courseBlackjack: Final GameN/A

full-courseBlogs, Wikis, New Media for LearningSpring 2006David WileyUtah State University

full-course14Blogs, Wikis, New Media for LearningSpring 2006David Wiley, Ph.D.Utah State University

full-course12Blues and Rock Keyboard TechniquesSpring 2012Dave LiminaBerklee College of Music

full-course9Border Issues SeminarWinter 2009Cynthia Toms SmedleyUniversity of Notre Dame

full-course13Brain LaboratorySpring 2002Earl MillerMIT

full-course26Brain Mechanisms for Hearing and SpeechFall 2005Bertrand DelgutteMIT

full-course40Brain Structure and Its OriginsSpring 2009Gerald SchneiderMIT

full-course45Brand ManagementN/AWaseem AhsanVirtual University of Pakistan

full-courseBreadth Topics in Computing ScienceN/ACapilano University

full-course17Breakwaters and Closure DamsN/AIr. H.J. VerhagenTU Delft

full-courseBreast Cancer DetectiveSummer 2009Marilyn Roubidoux, M.D.University of Michigan

full-courseBridging NetWare Skills to Novell Open Enterprise Server 2N/ANovell

full-course15Bridging the Gap: Community and the Rhetoric of IdealismFall 2010Edward KellyUniversity of Notre Dame

full-course12Brightening up Life: Harnessing the Power of Fluorescence Imaging to Observe Biology in ActionFall 2006Mark HowarthMIT

full-courseBritish Literature: Neoclassical and RomanticSpring 2005Levi PetersonWeber State University

full-course1Brownfields Policy and PracticeFall 2005James HamiltonMassachusetts Institute of Technology

full-course26BSAD Foundations in the Visual ArtsFall 2003Sanjit Sethi, Wendy JacobMassachusetts Institute of Technology

full-course1BSAD Foundations in the Visual ArtsFall 2003Sanjit SethiMIT

full-course8Build a ResumeN/AEric WeinsteinCodecademy

full-course2Build Rock, Paper, ScissorsN/ACodecademy

full-course5Build Your First WebpageN/AKate GloverCodecademy

full-course6Build Your Own WebpageN/AEric WeinsteinCodecademy

full-course7Building a Cash RegisterN/AShaun ForsythCodecademy

full-course9Building a Webpage from ScratchN/AChris DanzigCodecademy

full-course6Building an Address BookN/ALeng LeeCodecademy

full-course10Building an Information Risk Management ToolkitSpring 2013Barbara Endicott-PopovskyUniversity of Washington

full-course5Building and Leading Effective TeamsSummer 2005John CarrollMIT

full-course27Building Earth-like Planets: From Nebular Gas to Ocean WorldsN/ALinda Elkins-TantonMassachusetts Institute of Technology

full-courseBuilding EconomyFall 2009Mohammad A. HassanainKFUPM

full-course9Building Programming Experience: A Lead-In to 6.001January IAP 2005Benjamin VandiverMassachusetts Institute of Technology

full-course19Building Services 2Fall 2011Roshida binti abdul majidUTM

full-course36Building Technologies III: Building Structural Systems IIFall 2002John OchsendorfMassachusetts Institute of Technology

full-course21Building Technology I: Materials and ConstructionFall 2004John FernandezMassachusetts Institute of Technology

full-course13Building Technology III: Building Structural SystemsFall 2004John FernandezMassachusetts Institute of Technology

full-course26Building Technology LaboratorySpring 2004Les NorfordMassachusetts Institute of Technology

full-course1Building Technology LaboratorySpring 2004Les NorfordMIT

full-course45Business & Labor LawN/AKhalil Ahmad RaoVirtual University of Pakistan

full-course24Business Analysis Using Financial StatementsSpring 2003Peter WysockiMIT

full-course45Business and Technical liberal-arts writingN/ASaima AsgharVirtual University of Pakistan

full-course45Business CommunicationN/AShakeel AmjadVirtual University of Pakistan

full-courseBusiness Data ManagementSpring 2008KFUPM

full-course45Business EthicsN/AShahzad AnsarVirtual University of Pakistan

full-course45Business FinanceN/ATalat AfzaVirtual University of Pakistan

full-course2Business Information Systems ProjectSpring 2011Tokyo Institute of Technology

full-course45Business Mathematics & StatisticsN/AZahir FikriVirtual University of Pakistan

full-courseBusiness Statistics ISpring 2008Mohammad H. OmarKFUPM

full-courseBusiness Statistics IISpring 2008Marwan Al-MomaniKFUPM

full-course1CAD for VLSI Design IN/AShankar Balachandran & V. KamakotiIndian Institute of Technology Madras

full-course1CAD for VLSI Design IIN/AShankar Balachandran & V. KamakotiIndian Institute of Technology Madras

full-course45Calculus and Analytical GeometryN/AFaisal Shah KhanVirtual University of Pakistan

full-course1Calculus IWinter 2009Catalin ZaraUniversity of Massachusetts – Boston

full-course26Calculus ISpring 2011Matthew LeingangNew York University

full-course39Calculus ISpring 2007Costel IonitaDixie State College of Utah

full-course47Calculus ISpring 2013Nil GEastern Mediterranean University

full-course14Calculus IFall 2009Catalin ZaraUMass Boston

full-course26Calculus ISpring 2011Matthew LeingangNew York University

full-course15Calculus I (2009)Fall 2009Chris MorganCapilano University

full-course15Calculus I (2010)Spring 2010Frank HarrisCapilano University

full-course1Calculus IISpring 2006Catalin ZaraUniversity of Massachusetts – Boston

full-course45Calculus IIN/AM. Anwar RaoVirtual University of Pakistan

full-course38Calculus IIFall 2007Costel IonitaDixie State College of Utah

full-course47Calculus IISpring 2006Catalin ZaraUMass Boston

full-course16Calculus II for BusinessFall 2009Alex HimonasUniversity of Notre Dame

full-course15Calculus II for Business and Social SciencesSpring 2010Chris MorganCapilano University

full-course1Calculus IIISpring 2010Catalin ZaraUniversity of Massachusetts – Boston

full-course10Calculus IIISpring 2010Catalin ZaraUMass Boston

full-course15Calculus III (2007)Fall 2007Chris MorganCapilano University

full-course34Calculus of Several VariablesFall 2010James McKernanMassachusetts Institute of Technology

full-course15Calculus OneSpring 2013Jim FowlerOhio State University

full-course33Calculus with ApplicationsSpring 2005Daniel KleitmanMassachusetts Institute of Technology

full-course38Calculus with TheoryFall 2010Christine BreinerMassachusetts Institute of Technology

full-course13Calculus: Single VariableSpring 2013Robert GhristUniversity of Pennsylvania

full-course1CALFNES SpanishFall 2004Hector Mendiola, M.D.Utah State University

full-course99CALFNES SpanishFall 2004Hector MendiolaUtah State University

full-course13Canada: A Nation of RegionsN/AB. McGillivaryCapilano University

full-course13Cancer Biology: From Basic Research to the ClinicFall 2004Carla KimMIT

full-courseCapital MarketsN/AUniversity of California Irvine

full-course1Capitalism and Its CriticsFall 2006Michael PioreMIT

full-course24Capitalism: Success, Crisis, and ReformFall 2009Douglas W. RaeYale College

full-course1Carbonate GeologySpring 2007Khalid Al-RamadanKFUPM Open Courseware

full-course4Cardiac Arrest, Hypothermia, and Resuscitation scienceN/ABenjamin AbellaUniversity of Pennsylvania

full-courseCardiovascularSpring 2010Kim A. Eagle, M.D.; Peter Hagan, M.D.; Brad Dyke, M.D.University of Michigan

full-courseCardiovascular/RespiratorySpring 2010Louis D’Alecy, Ph.D.University of Michigan

full-course13Carrier SystemsNACynthia Barnhart, Nigel WilsonMassachusetts Institute of Technology

full-course15Case Studies in City FormFall 2005Michael Dennis, Anubhav GuptaMassachusetts Institute of Technology

full-course1Case Studies in City FormFall 2005Michael DennisMIT

full-course8Case Studies in Primary Health CareFall 2011Henry TaylorJohns Hopkins University

full-courseCase Studies in Terrorism ResponseN/AJonathan LinksJohns Hopkins University

full-course2Cash Register Part IIN/ACodecademy

full-course14Catholic Social TeachingSpring 2006Maura RyanUniversity of Notre Dame

full-course230Catholicism and PoliticsSpring 2012Daniel PhilpottUniversity of Notre Dame

full-course24Cattle ManagementFall 1989James A. BennettUtah State University

full-course26Causes and Prevention of WarSpring 2009Stephen Van EveraMIT

full-course1Causes and Prevention of WarSpring 2009Stephen Van EveraMIT

full-course13Causes of War: Theory and MethodFall 2003Stephen Van EveraMIT

full-course1Causes of War: Theory and MethodFall 2003Stephen Van EveraMIT

full-courseCavitation on Ship PropellersN/ATerwisgaTU Delft

full-course24Cell and Molecular NeurobiologySpring 2008Martha Constantine-PatonMIT

full-course16Cell and Tissue EngineeringSpring 2009Hanyang University

full-course27Cell BiologySpring 2007Hidde PloeghMIT

full-course1Cell Biology: Structure and Functions of the NucleusSpring 2010Phillip SharpMassachusetts Institute of Technology

full-course23Cell-Matrix MechanicsNAIoannis Yannas, Myron SpectorMassachusetts Institute of Technology

full-courseCellular and Molecular BiologyN/ANoor Aini Abdul RashidUTM

full-course25Cellular and Molecular ComputationSpring 2000Sebastian SeungMIT

full-course1Cellular and Molecular ImmunologyN/ADr. Sachin KumarIndian Institute of Technology Guwahati

full-course13Cellular Garbage Disposal: Misfolded Proteins in Normal Biology and Human DiseaseFall 2011Sumana SanyalMIT

full-course24Cellular NeurobiologySpring 2005Troy LittletonMIT

full-course24Cellular NeurobiologySpring 2005Troy LittletonMIT

full-course15Cellular NeurophysiologySpring 2002Guosong LiuMIT

full-course22CEMBA/CEMPAN/ACommonwealth of learning

full-course24Cervantes’ Don QuixoteFall 2009Roberto GonzYale University

full-course45Change ManagementN/AAbdul Shakoor KhakwaniVirtual University of Pakistan

full-course6Changing the Face of American HealthcareSpring 2009Cynthia Toms SmedleyUniversity of Notre Dame

full-course2Checking those parametersN/AForbes LindesayCodecademy

full-course2Chemical Engineering Computing LaboratoryFall 2007Mazen A. Al-ShalabiKFUPM

full-courseChemical Engineering Laboratory ISpring 2008Kamal MahgoubKFUPM

full-courseChemical Engineering Laboratory IISpring 2008Kamal MahgoubKFUPM

full-courseChemical Engineering ThermodynamicsN/AUTM

full-courseChemical Engineering Thermodynamics IISpring 2012Mohammad fadil abdul wahabKFUPM

full-course14Chemical Investigations of Boston HarborN/ADr. Elizabeth Kujawinski, Franz Hocer, Dr. Sheri WhiteMassachusetts Institute of Technology

full-course1Chemical Principles IFall 2006Robert L. CarterUniversity of Massachusetts – Boston

full-course1Chemical Principles IISpring 2007Robert L. CarterUniversity of Massachusetts – Boston

full-course7Chemical Technology – IIN/ADr. U. RamagopalIndian Institute of Technology Guwahati

full-courseChemicals in the Environment: Fate and TransportNAHarold Hemond, Janet ChuangMassachusetts Institute of Technology

full-course24Chemicals in the Environment: Toxicology and Public HealthNAJames Sherley, Dr. Laura Green, Steven TannenbaumMassachusetts Institute of Technology

full-course1Chemistry – Atoms, Elements and the Periodic TableN/AKhan Academy

full-course1Chemistry – Gases and Their PropertiesN/AKhan Academy

full-course1Chemistry – Molecules and their CompositionN/AKhan Academy

full-course1Chemistry – States of MatterN/AKhan Academy

full-course1Chemistry – The Nature of SubstancesN/AKhan Academy

full-course7Chemistry Laboratory TechniquesNAJohn DolhunMassachusetts Institute of Technology

full-course12Chemistry of Biomolecules INASarah O’ConnorMassachusetts Institute of Technology

full-course1Chemistry of SportsSpring 2009Patricia ChristieMIT

full-course10Chemistry: Concept Development and ApplicationN/AJohn Steven HutchinsonRice University

full-courseChemometricsSpring 2007/2008Abdalla AbulkibashKFUPM

full-course44Child DevelopmentN/AAneeq AhmadVirtual University of Pakistan

full-course21Child Health and DevelopmentFall 2011Robert BlumJohns Hopkins University

full-course6China’s Land and PeopleN/AThe Open University of Hong Kong

full-course14Chinese Foreign PolicyFall 2005M. Taylor FravelMIT

full-course1Chinese Foreign Policy (Fall 2005)Fall 2005M. Taylor FravelMIT

full-course12Chinese Foreign Policy: International Relations and StrategySpring 2009M. Taylor FravelMIT

full-course1Chinese Foreign Policy: International Relations and Strategy (Spring 2009)Spring 2009M. Taylor FravelMIT

full-course6Choose Your Own Adventure 2!N/AEric WeinsteinCodecademy

full-course7Choose Your Own Adventure!N/ACodecademy

full-course13Chronic Infection and Inflammation: What are the Consequences on Your Health?Fall 2007Eva FrickelMIT

full-course45Circuit TheoryN/ATajammul HussainVirtual University of Pakistan

full-course53Circuits and ElectronicsSpring 2007Anant AgarwalMIT

full-course12Circuits and ElectronicsFall 2012Anant AgarwalMITx

full-course25Circuits and ElectronicsSpring 2007Anant AgarwalMassachusetts Institute of Technology

full-course10Circuits and Systems AnalysisSpring 2011Osman KEastern Mediterranean University

full-course19Cisco CCNA in 60 DaysN/APaul BrowningUDemy

full-course1Citizen Participation, Community Development, and Urban Governance in the Developing WorldSpring 2007Gianpaolo BaiocchiMassachusetts Institute of Technology

full-course14Citizenship and PluralismFall 2003Sarah SongMIT

full-course1Citizenship and PluralismFall 2003Sarah SongMIT

full-course4CityScope: New OrleansSpring 2007Cherie Miot Abbanat, J. Phillip Thompson, John FernandezMassachusetts Institute of Technology

full-course1CityScope: New OrleansSpring 2007Cherie Miot AbbanatMIT

full-course2Civil Engineering AnalysisFall 2011Tokyo Institute of Technology

full-course12Civil Engineering ConstructionSpring 2011Mohd Saidin MisnanUTM

full-course13Civil Engineering in Developing CountriesN/Air. M.W. ErtsenTU Delft

full-course10Civil Engineering Materials LaboratoryNADr. John GermaineMassachusetts Institute of Technology

full-course1Civil Society and the EnvironmentSpring 2005JoAnn CarminMassachusetts Institute of Technology

full-course13Civil Society, Social Capital, and the State in Comparative PerspectiveFall 2004Lily L. TsaiMIT

full-course1Civil Society, Social Capital, and the State in Comparative PerspectiveFall 2004Lily L. TsaiMIT

full-course14Civil WarSpring 2010Roger PetersenMIT

full-course1Civil WarSpring 2010Roger PetersenMIT

full-course14Civil-Military RelationsSpring 2003Roger PetersenMIT

full-course1Civil-Military RelationsSpring 2003Roger PetersenMIT

full-course2ClassesN/AFletcher HeislerCodecademy

full-courseClassical Drama and TheatreFall 2007Utah State University

full-course26Classical Literature: The Golden Age of Augustan RomeNAJames CainMassachusetts Institute of Technology

full-course1Classical Literature: The Golden Age of Augustan RomeFall 2004James CainMIT

full-course1Classical Literature: The Golden Age of Augustan RomeFall 2004James CainMassachusetts Institute of Technology

full-course37Classical Mechanics: A Computational ApproachN/AGerald Sussman, Jack WisdomMassachusetts Institute of Technology

full-course1Classical Rhetoric and Modern Political DiscourseFall 2009Leslie PerelmanMassachusetts Institute of Technology

full-course11Classics 170A: Religion & Law in Ancient GreeceFall 2008Andromache KaranikaUniversity of California – Irvine

full-course24Classics in Western PhilosophySpring 2006Rae LangtonMIT

full-course45Classics of American Literature: T. S. EliotN/AVictor StrandbergUDemy

full-course12Classification, Natural Kinds, and Conceptual Change: Race as a Case StudySpring 2004Koffi MagloMIT

full-course7Clickable Photo PageN/AEric WeinsteinCodecademy

full-course2Climate ChangeN/A

full-course9Climate ChangeN/AJohn Barnett, John Freebairn, David Jamieson, Maurizio Toascano, and Rachel WebsterUniversity of Melbourne

full-course10Climate Literacy: Navigating Climate ConversationsSummer 2013Sarah Burch and Tom-Pierre Frappe-SeneclauzeUniversity of British Columbia

full-courseClimate PhysicsN/ATakehiko SATOMURAKyoto-u-University

full-course21Climate Physics and ChemistryN/ACarl Wunsch, Edward Boyle, Kerry EmanuelMassachusetts Institute of Technology

full-course6Clinical Problem SolvingSpring 2013Catherine R. LuceyUniversity of California San Francisco

full-course45Clinical PsychologyN/ANauman QureshiVirtual University of Pakistan

full-course6Clinical Terminology for International StudentsN/AValerie Swigart and Michael GoldUniversity of Pittsburgh

full-course5Coaching Teachers: Promoting Changes That StickSpring 2014Orin GutlernerMatch Education

full-course5Coaching Teachers: Promoting Changes That StickSpring 2014Orin GutlernerMatch Education

full-course2Coastal Engineering ProjectsSpring 2011Tokyo Institute of Technology

full-course1Coastal Zone ManagementSummer 2000John LooneyUniversity of Massachusetts – Boston

full-courseCode’n TellN/ASasha LaundyCodecademy

full-course8Coding the Matrix: Linear Algebra through Computer science ApplicationsSummer 2013Phil KleinBrown University

full-course12Cognitive & Behavioral GeneticsSpring 2001Elly NediviMIT

full-course25Cognitive NeuroscienceSpring 2006Suzanne CorkinMIT

full-course8Cognitive Neuroscience of Remembering: Creating and Controlling MemoryFall 2002Anthony WagnerMIT

full-course24Cognitive ProcessesFall 2002Mary C. PotterMIT

full-course11Cognitive PsychologySpring 2010Mine MisirlisoyMiddle east technical University

full-course45Cognitive PsychologyN/AAsir AjmalVirtual University of Pakistan

full-course1Cold War ScienceFall 2008David KaiserMassachusetts Institute of Technology

full-course1Collaborative Consultation and Larger SystemsFall 2007Gonzalo BacigalupeUniversity of Massachusetts – Boston

full-course8Collapsible Message PanelsN/AArtem TitoulenkoCodecademy

full-course22Collective Choice IFall 2008James SnyderMIT

full-course1Collective Choice IFall 2008James SnyderMIT

full-course1Collective Choice IFall 2008James SnyderMIT

full-course1College AlgebraN/AJulie Sliva SpitzerSan Jose State University

full-course1Color in DesignN/ADr. Amit RayIndian Institute of Technology Kanpur

full-course26Combinatorial AnalysisFall 2005Alexander PostnikovMassachusetts Institute of Technology

full-course27Combinatorial OptimizationFall 2003Santosh VempalaMassachusetts Institute of Technology

full-course1Combinatorial Theory: Hyperplane ArrangementsFall 2004Richard StanleyMassachusetts Institute of Technology

full-course1Combinatorial Theory: Introduction to Graph Theory, Extremal and Enumerative CombinatoricsSpring 2005Igor PakMassachusetts Institute of Technology

full-courseComedyNADr. Wyn KelleyMassachusetts Institute of Technology

full-course1ComedySpring 2008Wyn KelleyMIT

full-course1ComedySpring 2008Wyn KelleyMassachusetts Institute of Technology

full-course12Commercial Songwriting TechniquesSpring 2012Andrea StolpeBerklee College of Music

full-courseCommon Core in Action: Literacy Across Content AreasTBDLisa MountNew Teacher Center

full-courseCommon Core in Action: Literacy Across Content AreasTBDLisa MountNew Teacher Center

full-course6Common Core in Action: Math Formative AssessmentTBDKevin DrinkardNew Teacher Center

full-course6Common Core in Action: Math Formative AssessmentTBDKevin DrinkardNew Teacher Center

full-course1Common Sense Reasoning for Interactive ApplicationsFall 2006Henry LiebermanMIT

full-course1Communicating in CyberspaceFall 2003Edward C. BarrettMassachusetts Institute of Technology

full-course1Communicating in Technical OrganizationsSpring 2005Aden EvensMassachusetts Institute of Technology

full-course21Communicating With DataSummer 2003John CarrollMIT

full-course1Communicating with Mobile TechnologySpring 2011Edward C. BarrettMassachusetts Institute of Technology

full-course14Communication for ManagersFall 2008Neal HartmanMIT

full-course45Communication SkillsN/AMuhammad NazimVirtual University of Pakistan

full-course13Communication Skills for AcademicsSpring 2002Joanne YatesMIT

full-course24Communication System DesignSpring 2006Vladimir StojanovicMassachusetts Institute of Technology

full-course15Communication Systems and LabFall 2009Young Chai KoKorea University

full-courseCommunication Systems ISpring 2006Jacob GuntherUtah State University

full-course1Communication Systems ISpring 2006Jacob Gunther, Ph.D.Utah State University

full-course1Communication Systems ISpring 2006Jacob Gunther, Ph.D.Utah State University

full-courseCommunication TheorySpring 2007Young Chai KoKorea University

full-course25Communications and Information PolicySpring 2006David D. Clark, Frank Field, Sharon Gillett, William LehrMassachusetts Institute of Technology

full-courseCommunity Change in Public HealthN/AWilliam BriegerJohns Hopkins University

full-course1Community Growth and Land Use PlanningFall 2010Terry SzoldMassachusetts Institute of Technology

full-courseCommunity-based Physical TherapyN/AHiroshi KurokiKyoto-u University

full-course1Community-Owned Enterprise and Civic ParticipationSpring 2005J. Phillip ThompsonMassachusetts Institute of Technology

full-course1Commutative AlgebraFall 2008Steven KleimanMassachusetts Institute of Technology

full-course14Comparative Grand Strategy and Military DoctrineFall 2004Barry PosenMIT

full-course1Comparative Grand Strategy and Military DoctrineFall 2004Barry PosenMIT

full-course14Comparative Health PolicyFall 2004Harvey SapolskyMIT

full-course1Comparative Health PolicyFall 2004Harvey SapolskyMIT

full-course1Comparative Land Use and Transportation PlanningSpring 2006Pericles (Chris) ZegrasMassachusetts Institute of Technology

full-course15Comparative Politics and ChinaFall 2002Edward SteinfeldMIT

full-course1Comparative Politics and ChinaFall 2002Edward SteinfeldMIT

full-course12Comparative Security and SustainabilityFall 2004Nazli ChoucriMIT

full-course1Comparative Security and SustainabilityFall 2004Nazli ChoucriMIT

full-course1Comparative Security and Sustainability (Fall 2004)Fall 2004Nazli ChoucriMIT

full-course1Competition in TelecommunicationsFall 2003Jerry HausmanMIT

full-course1Competition in TelecommunicationsFall 2003Jerry HausmanMassachusetts Institute of Technology

full-course22Competition in TelecommunicationsFall 2003Jerry HausmanMIT

full-course12Competitive Decision-Making and NegotiationSpring 2003Gordon KaufmanMIT

full-courseCompilerN/ATaiichi YUASAKyoto-u-University

full-course45Compiler ConstructionN/ASohail AslamVirtual University of Pakistan

full-course1Compiler DesignN/AY.N. SrikanthIndian Institute of Science Bangalore

full-course11CompilersFall 2012Alex AikenStanford University

full-course2Complex NetworksFall 2011Tokyo Institute of Technology

full-course36Complex Variables with ApplicationsFall 2003Alar ToomreMassachusetts Institute of Technology

full-course35Complex Variables with ApplicationsFall 1999R. RosalesMassachusetts Institute of Technology

full-course1Composing for Jazz OrchestraFall 2008Mark HarveyMIT

full-course1Composing with Computers I (Electronic Music Composition)Spring 2008Peter WhincopMIT

full-course1Composing Your Life: Exploration of Self through Visual Arts and WritingSpring 2006Graham RamsayMIT

full-course1Composite MaterialsN/ADr. P.C. PandeyIndian Institute of Science Bangalore

full-course1Composite Materials and StructuresN/ADr. P.M. MohiteIndian Institute of Technology Kanpur

full-course27Compound Semiconductor DevicesSpring 2003Clifton Fonstad, Jr.Massachusetts Institute of Technology

full-course14Computability Theory of and with SchemeSpring 2003Albert R. MeyerMassachusetts Institute of Technology

full-course22Computation for Biological EngineersNAEric Alm, Andrew EndyMassachusetts Institute of Technology

full-course25Computation StructuresSpring 2009Steve WardMassachusetts Institute of Technology

full-course26Computational Biology: Genomes, Networks, EvolutionFall 2008Manolis Kellis, James GalaganMassachusetts Institute of Technology

full-course26Computational Biology: Genomes, Networks, EvolutionFall 2008Manolis Kellis, James GalaganMassachusetts Institute of Technology

full-course12Computational Camera and PhotographyFall 2009Ramesh RaskarMIT

full-course1Computational Camera and PhotographyFall 2009Ramesh RaskarMIT

full-course25Computational Cognitive ScienceFall 2004Joshua TenenbaumMassachusetts Institute of Technology

full-course14Computational Cognitive ScienceSpring 2003Joshua TenenbaumMIT

full-course25Computational Cognitive ScienceFall 2004Joshua TenenbaumMIT

full-course12Computational Design I: Theory and ApplicationsFall 2005Terry KnightMassachusetts Institute of Technology

full-course1Computational Design I: Theory and ApplicationsFall 2005Terry KnightMIT

full-course26Computational Evolutionary BiologyFall 2005Robert BerwickMassachusetts Institute of Technology

full-course1Computational Fluid DynamicsN/AS. ChakrabortyIndian Institute of Technology Kharagpur

full-course7Computational Fluid DynamicsN/ASreenivas JayantiIndian Institute of Technology Madras

full-course2Computational Fluid DynamicsFall 2010Tokyo Institute of Technology

full-course1Computational Fluid Dynamics and Heat TransferN/AGautam BiswasIndian Institute of Technology Kanpur

full-course1Computational Functional GenomicsSpring 2005David GiffordMassachusetts Institute of Technology

full-course1Computational GeophysicsSpring 2009Abdul-Wahab AbokhodairKFUPM Open Courseware

full-course9Computational Investing, Part IFall 2012Tucker BalchGeorgia Tech

full-course28Computational MethodsFall 2010Joannes WesterinkUniversity of Notre Dame

full-course10Computational Methods for Data AnalysisSpring 2013Nathan KutzUniversity of Washington

full-courseComputational Methods in Aerospace EngineeringFall 2006Ahmad JamalKFUPM

full-course21Computational Methods of Scientific ProgrammingN/AThomas Herring, Dr. Chris HillMassachusetts Institute of Technology

full-course24Computational Models of DiscourseSpring 2004Regina BarzilayMassachusetts Institute of Technology

full-course20Computational Molecular BiologySpring 2013Doug BrutlagStanford University

full-course10Computational NeuroscienceSpring 2013Rajesh Rao and Adrienne FairhallUniversity of Washington

full-course20Computational NeuroscienceFall 2009Stephen JacksonKorea University

full-course8Computational PhotographySpring 2013Irfan EssaGeorgia Tech

full-course19Computational PsychologyFall 2009Shimon EdelmanKorea University

full-course24Computational Quantum Mechanics of Molecular and Extended SystemsNABernhardt TroutMassachusetts Institute of Technology

full-course36Computational Science and EngineeringFall 2008Gilbert StrangMIT

full-course36Computational Science and Engineering IFall 2008Gilbert StrangMassachusetts Institute of Technology

full-course1Computational TechniquesN/ADr. Niket S. KaisareIndian Institute of Technology Madras

full-course24Computer Algorithms in Systems EngineeringNADr. George KocurMassachusetts Institute of Technology

full-courseComputer and Network SecuritySpring 2007Talal AlkharobiKFUPM

full-course14Computer AnimationFall 2009Tolga CANMiddle east technical University

full-courseComputer ArchitectureFall 2009Muhamed MudawarKFUPM

full-course11Computer ArchitectureFall 2012David WentzlaffPrinceton University

full-course45Computer Architecture and Assembly Language ProgrammingN/ABelal Muhammad HashmiVirtual University of Pakistan

full-courseComputer Control and AuditSpring 2008Muhammad S. Islam

full-course14Computer Games and Simulations for Investigation and EducationSpring 2009Eric KlopferMIT

full-course45Computer GraphicsN/ATaqdees Ahmed SiddiqueVirtual University of Pakistan

full-course23Computer GraphicsFall 2003FrMassachusetts Institute of Technology

full-course15Computer Language EngineeringSpring 2010Saman Amarasinghe, Martin RinardMassachusetts Institute of Technology

full-course15Computer Language EngineeringFall 2005Martin Rinard, Saman AmarasingheMassachusetts Institute of Technology

full-course15Computer Language EngineeringFall 2005Martin RinardMIT

full-courseComputer Methods in Civil EngineeringFall 2009Muhammad Abdallah Al-ZahraniKFUPM

full-course45Computer NetworkN/AHammad Khalid KhanVirtual University of Pakistan

full-course22Computer NetworksFall 2002Hari BalakrishnanMassachusetts Institute of Technology

full-course1Computer NetworksN/AAjit PalIndian Institute of Technology Kharagpur

full-courseComputer NetworksFall 2007Uthman BaroudiKFUPM

full-courseComputer Organization & Assembly LanguageFall 2009Muhamed MudawarKFUPM

full-course1Computer Organization and ArchitectureN/AJatindra Kumar DekaIndian Institute of Technology Guwahati

full-course12Computer Programming for International EngineersN/AAtiwong SuchatoChulalongkorn University

full-course16Computer ScienceSpring 2011Kyoto-u-University

full-course6Computer science 101N/ANick ParlanteStanford University

full-courseComputer SoftwareN/ASadao KurohashiKyoto-u-University

full-course25Computer System ArchitectureFall 2005Joel Emer, Krste Asanovic, Arvind (Lecturer)Massachusetts Institute of Technology

full-course26Computer System EngineeringSpring 2009Robert MorrisMIT

full-course26Computer System EngineeringSpring 2009Robert MorrisMIT

full-courseComputer System EngineeringSpring 2009Robert Morris, Samuel MaddenMassachusetts Institute of Technology

full-courseComputer System Performance EvaluationSpring 2009

full-courseComputer Vision: From 3D Reconstruction to Visual RecognitionSpring 2013Silvio Savarese and Fei-Fei LiStanford University

full-courseComputer Vision: The FundamentalsN/AJitendra MalikBerkeley

full-course16Computers, Programs, and C++Spring 2010Hyung Joong KimKorea University

full-course23Computing and Data Analysis for Environmental ApplicationsNADennis McLaughlinMassachusetts Institute of Technology

full-course4Computing for Data AnalysisSpring 2013Roger D. PengJohns Hopkins University

full-course1Concept-Centered TeachingSpring 2006Melissa Kosinski-CollinsMassachusetts Institute of Technology

full-course13Concepts in Economic EvaluationSpring 2007Kevin FrickJohns Hopkins University

full-course12Concert TouringSpring 2012Jeff DorenfieldBerklee College of Music

full-course6Conditionals in JavaScriptN/ASailthru – Nick GundryCodecademy

full-course1Conduction And RadiationN/AC. BalajiIndian Institute of Technology Madras

full-courseConduction Heat TransferFall 2007Esmail MokheimerKFUPM

full-course45Conflict ManagementN/AMuhammad HafeezVirtual University of Pakistan

full-course6Confronting the Burden of InjuriesFall 2011Adnan HyderJohns Hopkins University

full-course24Congress and the American Political System IFall 2004Charles Stewart, IIIMIT

full-course1Congress and the American Political System IFall 2004Charles Stewart IIIMIT

full-course9Congress and the American Political System IIFall 2005Charles Stewart, IIIMIT

full-course1Congress and the American Political System IIFall 2005Charles Stewart, IIIMIT

full-course1Congress and the American Political System II (Fall 2005)Fall 2005Charles Stewart IIIMIT

full-courseConnecting People with Online ResourcesSpring 2007Utah State University

full-course1Connecting People with Online ResourcesSpring 2007Utah State University

full-courseConservation BiologyN/ARichard KnightUniversity of Western Cape

full-course1Construction Planning and ManagementN/AArbind Kumar SinghIndian Institute of Technology Guwahati

full-course45Consumer BankingN/AAli Javed NaqviVirtual University of Pakistan

full-course1Consumer BehaviorN/ADr. Sangeeta SahneyIndian Institute of Technology Kharagpur

full-course45Consumer BehaviourN/ASarwar Mehmood AzharVirtual University of Pakistan

full-course1Consumer CultureFall 2002Cynthia TaftMassachusetts Institute of Technology

full-course1Consumer CultureFall 2002Cynthia TaftMIT

full-course45Consumer PsychologyN/AWali MuhammadVirtual University of Pakistan

full-course8Contact ListN/AEric WeinsteinCodecademy

full-course15Contemplation and the First Year ExperienceFall 2009Hugh R. PageUniversity of Notre Dame

full-course29Contemporary Architecture and Critical DebateSpring 2002Arindam DuttaMassachusetts Institute of Technology

full-course1Contemporary Architecture and Critical DebateSpring 2002Arindam DuttaMIT

full-course2Contemporary Art WorkshopFall 2011Tokyo Institute of Technology

full-course46Contemporary Biosocial Problems in AmericaFall 2006Ross S. FeldbergTufts University

full-courseContemporary Financial Transactions in IslamFall 2008Mohsin H. Al-NemariKFUPM

full-course1Contemporary Issues in Philosophy of Mind & CognitionN/ADr. Rajakishore Nath & Dr. Ranjan K. PandaIndian Institute of Technology Bombay

full-course15Contemporary Korean SocietySpring 2010Kim EungiKorea University

full-course26Contemporary LiteratureNAJohn HildebidleMassachusetts Institute of Technology

full-course1Contemporary LiteratureN/ADr. Aysha Iqbal ViswamohanIndian Institute of Technology Madras

full-course1Contemporary LiteratureSpring 2003John HildebidleMIT

full-course1Contemporary LiteratureSpring 2003John HildebidleMassachusetts Institute of Technology

full-courseContemporary Literature: British Novels NowNASarah BrouilletteMassachusetts Institute of Technology

full-course1Contemporary Literature: British Novels NowSpring 2007Sarah BrouilletteMIT

full-course1Contemporary Literature: British Novels NowSpring 2007Sarah BrouilletteMassachusetts Institute of Technology

full-course25Contemporary Literature: Literature, Development, and Human RightsNASarah BrouilletteMassachusetts Institute of Technology

full-course1Contemporary Literature: Literature, Development, and Human RightsSpring 2008Sarah BrouilletteMIT

full-course1Contemporary Literature: Literature, Development, and Human RightsSpring 2008Sarah BrouilletteMassachusetts Institute of Technology

full-course12Continuum ElectromechanicsFall 2008Markus ZahnMassachusetts Institute of Technology

full-course13Continuum MechanicsN/AHisao HayakawaKyoto University

full-course5Contraception: Choices, Culture and ConsequencesSpring 2013Jerusalem MakonnenUniversity of California San Francisco

full-course4Control Flow in RubyN/AEric WeinsteinCodecademy

full-course7Control of Mobile RobotsSpring 2013Magnus EgerstedtGeorgia Tech

full-course1Convective Heat and Mass TransferN/AA.W. DateIndian Institute of Technology Bombay

full-course4Conversation on Instructional DesignN/ARobert M. GagnUtah State University

full-course1Conversational Computer SystemsFall 2008Christopher SchmandtMIT

full-course14Conversations You Can’t Have on Campus: Race, Ethnicity, Gender and IdentitySpring 2012Tobie WeinerMIT

full-course1Conversations You Can’t Have on Campus: Race, Ethnicity, Gender and IdentitySpring 2012Tobie WeinerMIT

full-courseConvex Analysis and OptimizationSpring 2012Dimitri BertsekasMassachusetts Institute of Technology

full-course19Convex Optimization IN/AStephen BoydStanford University

full-course19Convex Optimization IN/AStephen BoydStanford University

full-course18Convex Optimization IIN/AStephen BoydStanford University

full-course18Convex Optimization IIN/AStephen BoydStanford University

full-course1CopyrightSpring 2013William Fisher IIIHarvardx

full-course1Copyright Basics: How to Protect Your Work from PiracySpring 2013Len SmithUDemy

full-course7Corporate Entrepreneurship: Strategies for Technology-Based New Business DevelopmentFall 2007Val LivadaMIT

full-course45Corporate FinanceN/AMuzaffar-ul-Haq HashmiVirtual University of Pakistan

full-courseCorporate FinanceN/AFranklin AllenUniversity of Pennsylvania

full-course2Corporate Management & Intellectual Property ActivitiesFall 2012Tokyo Institute of Technology

full-courseCorrosionSpring 2007Ramazan KahramanKFUPM

full-courseCorrosion Engineering ISpring 2007Zuhair Mattoug GasemKFUPM

full-courseCorrosion Science and EngineeringFall 2007Ramazan KahramanKFUPM

full-course1CosmologyFall 2001Edmund BertschingerMassachusetts Institute of Technology

full-course45Cost & Management AccountingN/AMian Ahmed FarhanVirtual University of Pakistan

full-course12Counting and ProbabilityN/AThe Open University of Hong Kong

full-course5Crafting an Effective Writer: Tools of the TradeSummer 2013Lawrence BarkleyCoursera

full-course1Crafting Research Questions and Qualitative MethodologyFall 2005Judith TendlerMassachusetts Institute of Technology

full-courseCreate a HistogramN/AEric WeinsteinCodecademy

full-course9Create a Personal WebpageN/AJeff ChanCodecademy

full-course1Creating Your Personal Financial Plan and Setting Personal GoalsN/ABYU Marriott School

full-course2Creative Design for InnovationFall 2012Tokyo Institute of Technology

full-course6Creative Programming for Digital Media & Mobile AppsSummer 2013Mick Grierson, Matthew Yee-King, and Marco GilliesUniversity of London

full-course5Creative, Serious and Playful science of Android AppsN/ALawrence AngraveIllinois

full-course45Credit & Risk ManagementN/AShahid HabibVirtual University of Pakistan

full-course28Creole Language and CultureN/AKaren RichmanUniversity of Notre Dame

full-course16Crime, Heredity and Insanity in American HistoryFall 2007Linda PrzybyszewskiUniversity of Notre Dame

full-course45Crisis ManagementN/AZafar CheemaVirtual University of Pakistan

full-course6Critical Analysis of Popular Diets and Dietary SupplementsSpring 2005Lawrence J. CheskinJohns Hopkins University

full-course6Critical Perspectives on ManagementFall 2013Rolf Strom-OlsenCoursera

full-course1Critical Reading and WritingFall 2010Erin M. O’BrienUniversity of Massachusetts – Boston

full-course6Critical Reasoning for BeginnersN/AMarianne TalbotUniversity of Oxford

full-course5Critical Thinking in Global ChallengesSpring 2013Celine Caquineau and Mayank DutiaUniversity of Edinburgh

full-course12Crosby Lectures in Geology: History of AfricaN/AKevin BurkeMassachusetts Institute of Technology

full-course5Cross-Cultural LeadershipFall 2004Pat BentleyMIT

full-course26Cryptography and CryptanalysisSpring 2005Massachusetts Institute of Technology

full-course1Cryptography and Network SecurityN/ADr. Debdeep MukhopadhyayIndian Institute of Technology Kharagpur

full-course6Cryptography IFall 2012Dan BonehStanford University

full-course6Cryptography IISpring 2012Dan BonehStanford University

full-course14Crystal Structure AnalysisNADr. Peter MuellerMassachusetts Institute of Technology

full-course6Crystal Structure RefinementNADr. Peter MuellerMassachusetts Institute of Technology

full-course5CSS PositioningN/AEric WeinsteinCodecademy

full-course5CSS SelectorsN/AEric WeinsteinCodecademy

full-course5CSS: An OverviewN/AEric WeinsteinCodecademy

full-course5CSS: Coding with StyleN/ABrenton StrineCodecademy

full-course14Cultural AnthropologyFall 2004Richley CrapoUtah State University

full-course14Cultural AnthropologyFall 2004Richley CrapoUtah State University

full-course45Cultural AnthropologyN/ASyed Mohammad AliVirtual University of Pakistan

full-course14Cultural AnthropologyFall 2004Richley Crapo, Ph.D.Utah State University

full-course1Cultural History of TechnologySpring 2005Leo MarxMassachusetts Institute of Technology

full-course1Cultural Performances of AsiaFall 2005Ian CondryMassachusetts Institute of Technology

full-course1Cultural Performances of AsiaFall 2005Ian CondryMIT

full-course1Cultural StudiesN/ADr. Liza DasIndian Institute of Technology Guwahati

full-course1Culture TechSpring 2003James RisingMIT

full-course26Culture, Embodiment and the SensesFall 2005Erica JamesMIT

full-course1Culture, Politics, and Community: Living Public Health in NigeriaN/ABill BriegerJohns Hopkins University

full-course26Cultures & Context: Ancient IsraelN/AHebrewNew York University

full-course1Cultures of ComputingFall 2011Stefan HelmreichMassachusetts Institute of Technology

full-course12Cultures of ComputingFall 2011Stefan HelmreichMIT

full-course1Cultures of ComputingFall 2011Stefan HelmreichMIT

full-course2Current Chemistry IIFall 2009Tokyo Institute of Technology

full-course2Current Chemistry IVFall 2008Tokyo Institute of Technology

full-course1Current Events and Social IssuesFall 2004Claudia GoldMIT

full-course45Customer Relationship ManagementN/AAmjad Habib MirzaVirtual University of Pakistan

full-course13Cyberpolitics in International Relations: Theory, Methods, PolicyFall 2011Nazli ChoucriMIT

full-course1Cyberpolitics in International Relations: Theory, Methods, Policy (Fall 2011)Fall 2011Nazli ChoucriMIT

full-course1D-Lab I: DevelopmentFall 2009Bishwapriya SanyalMassachusetts Institute of Technology

full-course1Dance Theory and CompositionFall 2003Thomas DeFrantzMassachusetts Institute of Technology

full-course24Dante in TranslationFall 2008Giuseppe MazzottaYale University

full-course22Darwin and DesignNAJames ParadisMassachusetts Institute of Technology

full-course1Darwin and DesignFall 2010James ParadisMassachusetts Institute of Technology

full-course1Darwin and DesignFall 2010James ParadisMIT

full-course8Data AnalysisSpring 2013Jeff LeekJohns Hopkins University

full-courseData and Computer CommunicationsFall 2009Marwan Abu-AmaraKFUPM

full-course45Data CommunicationN/AHammad Khalid KhanVirtual University of Pakistan

full-course26Data Communication NetworksFall 2002Dimitri Bertsekas (Contributor), Eytan ModianoMassachusetts Institute of Technology

full-course6Data ManagementSpring 2013Paul A. Harris, Stephany Duda, and Firas WebheVanderbilt University

full-courseData Management for ScientistsN/ACodecademy

full-course19Data MiningSpring 2003Nitin PatelMIT

full-course4Data Protection and Security ISpring 2010Kemal BMiddle east technical University

full-course4Data Protection and Security IISpring 2010Kemal BMiddle east technical University

full-course45Data StructuresN/ASohail AslamVirtual University of Pakistan

full-course4Data StructuresN/AEric WeinsteinCodecademy

full-course1Data Structures and Program MethodologyN/ADr. Pradip K. Das & Dr. S.V. RaoIndian Institute of Technology Guwahati

full-course13Data Visualization Theory & PracticeFall 2006Brett SheltonUtah State University

full-course13Data Visualization Theory & PracticeFall 2006Brett Shelton, Ph.D.Utah State University

full-course45Data WarehousingN/AAhsan AbdullahVirtual University of Pakistan

full-courseData warehousing and Data MiningSpring 2007KFUPM

full-course20Data, Models, and DecisionsFall 2007David GamarnikMIT

full-course45Database Management SystemsN/ANayyer MasoodVirtual University of Pakistan

full-courseDatabase SystemsSpring 2008Jauhar AliKFUPM

full-course23Database SystemsFall 2010Samuel Madden, Robert Morris, Michael Stonebraker, Carlo CurinoMassachusetts Institute of Technology

full-course24Database, Internet, and Systems Integration TechnologiesNADr. George KocurMassachusetts Institute of Technology

full-course16DaylightingSpring 2012Christoph ReinhartMassachusetts Institute of Technology

full-course1DaylightingFall 2006Marilyne AndersenMIT

full-course26DeathSpring 2007Shelly KaganYale College

full-course26Decisions, Games, and Rational ChoiceSpring 2008Robert StalnakerMIT

full-course12Defense PoliticsSpring 2006Harvey SapolskyMIT

full-course1Defense PoliticsSpring 2006Harvey SapolskyMIT

full-course10Democratic DevelopmentSummer 2013Larry DiamondCoursera

full-course5Democratization in Asia, Africa, and Latin AmericaFall 2001Chappell LawsonMIT

full-course1Democratization in Asia, Africa, and Latin AmericaFall 2001Chappell LawsonMIT

full-course6Design a Button for Your WebsiteN/AEric WeinsteinCodecademy

full-course25Design and Fabrication of Microelectromechanical DevicesSpring 2007Carol Livermore, Joel VoldmanMassachusetts Institute of Technology

full-courseDesign and Modeling of Digital SystemsSpring 2007Aiman H. El-MalehKFUPM

full-course1Design and Optimization of Energy SystemsN/AC. BalajiIndian Institute of Technology Madras

full-courseDesign and Rating of Heat ExchangersN/A

full-courseDesign and Use of Instructional MaterialN/AZahide YMiddle east technical University

full-course1Design For ManufacturingN/AA. DeIndian Institute of Technology Bombay

full-course10Design for SustainabilityNADr. Eric Adams, Jerome Connor, John Ochsendorf, Rossella NicolinMassachusetts Institute of Technology

full-course1Design for the Theater: ScenerySpring 2005William FregosiMassachusetts Institute of Technology

full-course1Design of Computer ProgramsN/APeter NorvigUdacity

full-course1Design of Concrete StructuresN/AJ.N. BandopadhyayIndian Institute of Technology Kharagpur

full-course8Design of Dredging EquipmentN/AMiedemaTU Delft

full-course15,4Design of Electromechanical Robotic SystemsNAFranz Hover, Harrison ChinMassachusetts Institute of Technology

full-course24Design of Medical Devices and ImplantsNAIoannis Yannas, Myron SpectorMassachusetts Institute of Technology

full-courseDesign of PavementN/A

full-course1Design of Steel Structures IN/AS.R. Satishkumar & A.R. Shantha KumarIndian Institute of Technology Madras

full-course1Design of Steel Structures IIN/AS.R. Satishkumar & A.R. Shantha KumarIndian Institute of Technology Madras

full-course2Design ThinkingSpring 2011Tokyo Institute of Technology

full-course16Design, Development & Evaluation of Educational SoftwareN/AMiddle east technical University

full-course8Design: Creation of Artifacts in SocietyFall 2012Karl T. UlrichUniversity of Pennsylvania

full-course8Design: Creation of Artifacts in SocietySpring 2013Karl T. UlrichUniversity of Pennsylvania

full-course1Designing a New Learning EnvironmentFall 2012Paul KimStanford University

full-course24Designing and Leading the Entrepreneurial OrganizationSpring 2003Diane BurtonMIT

full-courseDesigning the User InterfaceN/AThe Open University

full-course1Designing Your LifeSpring 2009Gabriella JordanMassachusetts Institute of Technology

full-course1Designing Your LifeSpring 2007Gabriella JordanMassachusetts Institute of Technology

full-course8Designing Your LifeSpring 2009Gabriella JordanMIT

full-course6Developing Innovative Ideas for New CompaniesSpring 2013James V. GreenUniversity of Maryland

full-course1Developing Musical StructuresFall 2002Jeanne BambergerMIT

full-course1Development Economics: MacroeconomicsSpring 2009Michael KremerMIT

full-course1Development Economics: Microeconomic Issues and Policy ModelsSpring 2008Esther DufloMIT

full-courseDevelopment of Inventions and Creative IdeasSpring 2008Dedric Carter, Robert RinesMassachusetts Institute of Technology

full-course14Developmental and Molecular Biology of RegenerationSpring 2008Christian PetersenMIT

full-course24Developmental BiologyFall 2005Hazel SiveMIT

full-course1Developmental EntrepreneurshipFall 2003Alex PentlandMIT

full-course8Developmental EntrepreneurshipFall 2003Alex PentlandMIT

full-course25Developmental NeurobiologySpring 2005Elly NediviMIT

full-course14Dialogue in Art, Architecture, and UrbanismFall 2003Antonio MuntadasMassachusetts Institute of Technology

full-course1Dialogue in Art, Architecture, and UrbanismFall 2003Antonio MuntadasMIT

full-course6Dice GameN/ASpencer de MarsCodecademy

full-course25Differential AnalysisFall 2004Richard MelroseMassachusetts Institute of Technology

full-course24Differential AnalysisSpring 2004Jeff ViaclovskyMassachusetts Institute of Technology

full-course45Differential EquationsN/ASyed Muhammad Junaid ZaidiVirtual University of Pakistan

full-course4Differential EquationsFall 2011Arthur Mattuck, Haynes Miller, Jeremy Orloff, John LewisMassachusetts Institute of Technology

full-course39Differential EquationsSpring 2010Haynes Miller, Arthur MattuckMassachusetts Institute of Technology

full-course63Differential EquationsSpring 2010Haynes MillerMIT

full-course3Differential EquationsN/AThe Open University

full-course1Differential Equations in ActionN/AJUdacity

full-courseDifferential GeometryFall 2008Paul SeidelMassachusetts Institute of Technology

full-course1Diffusion in SolidsN/ADr. Aloke PaulIndian Institute of Science Bangalore

full-course7Digital AnthropologySpring 2003Alex PentlandMIT

full-course1Digital AnthropologySpring 2003Alex PentlandMIT

full-course1Digital CircuitsN/AAnil Mahanta & Roy Paily PalanthinkalIndian Institute of Technology Guwahati

full-course1Digital CommunicationN/ASaswat Chakrabarti & R.V. RajakumarIndian Institute of Technology Kharagpur

full-course1Digital Control SystemN/ADr. Indrani KarIndian Institute of Technology Guwahati

full-course11Digital Design FabricationFall 2008Lawrence SassMassachusetts Institute of Technology

full-course1Digital Design FabricationFall 2008Lawrence SassMIT

full-courseDigital Logic Circuit DesignSpring 2008Farooq SaeedKFUPM

full-course45Digital Logic DesignN/AWaseem IkramVirtual University of Pakistan

full-courseDigital Logic LaboratorySpring 2007Kamal ChenaouaKufpm

full-course13Digital Mock-Up WorkshopSpring 2006Lawrence SassMassachusetts Institute of Technology

full-course1Digital Mock-Up WorkshopSpring 2006Lawrence SassMIT

full-course1Digital PoetryFall 2005Edward C. BarrettMassachusetts Institute of Technology

full-course8Digital Signal ProcessingSpring 2012Paolo Prandoni and Martin VerrerliEcole Polytechnique Federale De Laussane

full-course11Digital Signal ProcessingN/AG.J.T.LeusTU Delft

full-courseDigital System Design and SynthesisFall 2007Aiman H. El-MalehKFUPM

full-course1Digital TypographyFall 1997John MaedaMIT

full-course1Dilemmas in Bio-Medical Ethics: Playing God or Doing Good?Spring 2005Erica JamesMassachusetts Institute of Technology

full-course26Dilemmas in Bio-Medical Ethics: Playing God or Doing Good?Spring 2005Erica JamesMIT

full-course1Dilemmas in Bio-Medical Ethics: Playing God or Doing Good?Spring 2005Erica JamesMIT

full-course12Direct Solar/Thermal to Electrical Energy Conversion TechnologiesN/AGang ChenMIT

full-course14Directed Evolution: Engineering BiocatalystsSpring 2008Kerry LoveMIT

full-course8Disaster PreparednessN/AMichael BeachUniversity of Pittsburgh

full-course1Disaster, Vulnerability and ResilienceSpring 2005JoAnn CarminMassachusetts Institute of Technology

full-course45Discrete MathematicsN/AShoaib-ud- DinVirtual University of Pakistan

full-course6Discrete OptimizationN/APascal Van HentenryckThe University of Melbourne

full-course25Discrete Stochastic ProcessesN/ARobert GallagerMIT

full-course25Discrete Stochastic ProcessesSpring 2011Robert GallagerMassachusetts Institute of Technology

full-course23Discrete-Time Signal ProcessingFall 2005Alan V. OppenheimMassachusetts Institute of Technology

full-course1Disease and Society in AmericaFall 2005David JonesMassachusetts Institute of Technology

full-course6Dissertation WorkshopSpring 2002Henry MosleyJohns Hopkins University

full-course25Distributed AlgorithmsFall 2009Nancy LynchMassachusetts Institute of Technology

full-course24Distributed Computer Systems EngineeringSpring 2006Robert MorrisMassachusetts Institute of Technology

full-course45Distributed DBMSN/ANayyer Masood DarVirtual University of Pakistan

full-course1Doctoral Research Seminar: Knowledge in the Public ArenaSpring 2007Frank LevyMassachusetts Institute of Technology

full-course14Doctoral Seminar in Engineering SystemsFall 2011Christopher Magee, Joseph Sussman, Rebecca SaariMassachusetts Institute of Technology

full-course12Doctoral Seminar in Research Methods IFall 2004Jesper B. SorensenMIT

full-course14Doctoral Seminar in Research Methods IISpring 2004Jesper B. SorensenMIT

full-course13Documentary Photography and Photojournalism: Still Images of a World in MotionSpring 2009B. D. ColenMIT

full-course1Documentary Photography and Photojournalism: Still Images of a World in MotionSpring 2009B. D. ColenMassachusetts Institute of Technology

full-course11Documenting CultureSpring 2004Christine WalleyMIT

full-course1Double Affine Hecke Algebras in Representation Theory, Combinatorics, Geometry, and Mathematical PhysicsFall 2009Pavel EtingofMassachusetts Institute of Technology

full-course14DowntownSpring 2005Bernard FriedenMIT

full-course1DowntownSpring 2005Robert FogelsonMassachusetts Institute of Technology

full-course1Downtown Management OrganizationsFall 2006Lorlene HoytMassachusetts Institute of Technology

full-courseDragon SlayerN/AEric WeinsteinCodecademy

full-course16Drawings & Numbers: Five Centuries of Digital DesignFall 2002Leonardo Diaz Borioli, Mario CarpoMassachusetts Institute of Technology

full-course1Drawings & Numbers: Five Centuries of Digital DesignFall 2002Mario CarpoMIT

full-course10Dredge Pumps and Slurry TransportN/ATalmonTU Delft

full-course3Dredging ProcessesN/AMiedemaTU Delft

full-course12Drinking Water Treatment1N/AJ.C. van DijkTUDelft

full-course3Drinking Water Treatment2N/AJ.C. van DijkTUDelft

full-course5Drugs and the BrainFall 2012Henry A. LesterCaltech

full-course1Drugs, Politics, and CultureSpring 2006Hugh GustersonMassachusetts Institute of Technology

full-course16Drugs, Politics, and CultureSpring 2006Hugh GustersonMIT

full-course12Drum Set FundamentalsSpring 2012Yoren IsraelBerklee College of Music

full-courseDurability, Evaluation and Repair of Concrete StructuresSpring 2007Mesfer M. Al-ZahraniKufpm

full-course12Dynamic Leadership: Using Improvisation in BusinessFall 2004Lakshmi BalachandraMIT

full-course1Dynamic Optimization & Economic Applications (Recursive Methods)Spring 2003Ivan WerningMIT

full-course1Dynamic Optimization Methods with ApplicationsFall 2009Guido LorenzoniMIT

full-course24Dynamic Programming and Stochastic ControlFall 2011Dimitri BertsekasMassachusetts Institute of Technology

full-course24Dynamic Systems and ControlSpring 2011Emilio Frazzoli, Munther DahlehMassachusetts Institute of Technology

full-course7Dynamical Modeling Methods for Systems BiologyN/AEric SobieIcahn School of Medicine at Mount Sinai

full-course7Dynamical Modeling Methods for Systems BiologyN/AEric SobieMount Sinai School of medicine

full-course10,13Dynamics and Control INANicholas Makris, Peter So, Sanjay Sarma, Dr. Yahya Modarres-SadeghiMassachusetts Institute of Technology

full-course44Dynamics and StabilityN/ASuikerTU Delft

full-course8Dynamics of Complex Systems: Biological and Environmental Coevolution Preceding the Cambrian ExplosionN/ADaniel RothmanMassachusetts Institute of Technology

full-course21Dynamics of Complex Systems: Complexity in EcologyN/ADaniel RothmanMassachusetts Institute of Technology

full-course18Dynamics of Complex Systems: Ecological TheoryN/ADaniel RothmanMassachusetts Institute of Technology

full-course13Dynamics of Nonlinear SystemsFall 2003Alexandre MegretskiMassachusetts Institute of Technology

full-course13Dynamics of the AtmosphereN/ARichard LindzenMassachusetts Institute of Technology

full-course10E-business Environment and Architecture I & IIN/AAlptekin TemizelMETU

full-course45E-CommerceN/ASaadat NisarVirtual University of Pakistan

full-course9E-Commerce and the Internet in Real Estate and ConstructionNADr. John MacomberMassachusetts Institute of Technology

full-course5E-learning and Digital CulturesSpring 2013Jeremy Knox, Sian Bayne, Hamish Macleod, Jen Ross, and Christine SinclairUniversity of Edinburgh

full-course25Early Modern England: Politics, Religion, and Society under the Tudors and StuartsFall 2009Keith E. WrightsonYale University

full-course1Early MusicFall 2010Michael Scott CuthbertMIT

full-course12Early Stage CapitalFall 2010Shari LoessbergMETU

full-course12EARTH 105: Environments of AfricaN/ALaura GuertinPenn State University

full-course12EARTH 106: The African Continent – The Geology and Tectonics of AfricaN/AAndy NybladePenn State University

full-course6EARTH 501: Contemporary Controversies in Earth SciencesN/AEliza RichardsonPenn State University

full-course8EARTH 520: Plate Tectonics and People: Foundations of Solid Earth ScienceN/AEliza RichardsonPenn State University

full-course7EARTH 530: Earth Processes in the Critical ZoneN/ATim WhitePenn State University

full-course9EARTH 540: Essentials of Oceanography for EducatorsN/AChris MaronePenn State University

full-course1Earthquake EngineeringN/AApostolos S. PapageorgiouSeoul National University

full-course2Earthquake Risk ReductionFall 2006Tokyo Institute of Technology

full-course5EarthquakesN/AThe Open University

full-course27East Asia in the WorldSpring 2003Peter C. PerdueMIT

full-course8East Asian EconomiesFall 2006Korea University

full-course12Ecologies of ConstructionSpring 2007John FernandezMassachusetts Institute of Technology

full-course1Ecologies of ConstructionSpring 2007John FernandezMIT

full-course25Ecology I: The Earth SystemFall 2009Edward DeLongMIT

full-course13Ecology I: The Earth SystemNAEdward DeLong, Penny ChisholmMassachusetts Institute of Technology

full-course22Ecology II: Engineering for SustainabilityNADennis McLaughlinMassachusetts Institute of Technology

full-course1Econometric ModelingN/ADr. Rudra P. PradhanIndian Institute of Technology Kharagpur

full-course1Econometric ModelingN/ADr. Rudra P. PradhanIndian Institute of Technology Kharagpur

full-course1EconometricsSpring 2007Joshua AngristMIT

full-course1Econometrics ISpring 2005Jerry HausmanMIT

full-course1Economic Analysis for Business DecisionsFall 2004Ernst BerndtMassachusetts Institute of Technology

full-course31Economic Analysis for Business DecisionsFall 2004Ernst BerndtMIT

full-course1Economic Applications of Game TheoryFall 2005Muhamet YildizMIT

full-course1Economic CrisesSpring 2011Ricardo CaballeroMIT

full-course1Economic Development & Technical CapabilitiesSpring 2004Alice AmsdenMassachusetts Institute of Technology

full-course16Economic Development, Policy Analysis, and IndustrializationFall 2004Alice AmsdenMIT

full-course1Economic Development, Policy Analysis, and IndustrializationFall 2004Alice AmsdenMIT

full-course1Economic Development, Policy Analysis, and IndustrializationFall 2004Alice AmsdenMassachusetts Institute of Technology

full-course16Economic Evaluation of Environment and Natural ResourceFall 2009Ho Jeong ParkKorea University

full-course11Economic Evaluation of Risk FactorsFall 2009Jae Young LimKorea University

full-course1Economic GrowthFall 2009Daron AcemogluMIT

full-course1Economic historySpring 2009Richard A. HornbeckMIT

full-course1Economic historyFall 2006Dora CostaMIT

full-courseEconomic History 2N/ATakeshi SAKADEKyoto-u- University

full-courseEconomic History and History of ThoughtN/ATakeshi SAKADEKyoto-u- University

full-course1Economic history of Financial CrisesFall 2009Peter TerminMIT

full-course11Economic Institutions and Growth Policy AnalysisFall 2005Michael PioreMIT

full-course1Economic Institutions and Growth Policy AnalysisFall 2005Michael PioreMIT

full-course1Economic Institutions and Growth Policy AnalysisFall 2005Michael PioreMIT

full-course1Economic Institutions and Growth Policy AnalysisFall 2005Michael PioreMassachusetts Institute of Technology

full-courseEconomic Issues: Food & YouN/AJennifer ClarkUniversity of Florida

full-course45EconomicsN/ASyed Ali AbbasVirtual University of Pakistan

full-courseEconomics 2BN/ATakeshi SAKADEKyoto-u- University

full-course1Economics and E-commerceFall 2000Glenn EllisonMIT

full-course1Economics and PsychologySpring 2004Xavier GabaixMIT

full-course14Economics of AgingFall 2010Jae-Young LimKorea University

full-course1Economics of EducationSpring 2007Frank LevyMIT

full-course1Economics Research and CommunicationSpring 2005Michael GreenstoneMIT

full-course13Economy and Business in Modern China and IndiaSpring 2008Yasheng HuangMIT

full-course6Ecuador WorkshopFall 2006Jan WamplerMassachusetts Institute of Technology

full-course1Ecuador WorkshopFall 2006Jan WamplerMIT

full-course1Education 173: Cognition & Learning in Educational SettingsFall 2007Michael MartinezUniversity of California – Irvine

full-course13Education of Exceptional Children and YouthFall 2010ClaireMiddle east technical University

full-course6Educational PsychologyN/AEvrim BaranMiddle east technical University

full-course12Educational SoftwareN/AIr. W.P. BrinkmanTU Delft

full-course7Educational TechnologySpring 2013Lisa FrazierGreat Basin College

full-course6Effective Classroom Interactions: Supporting Young Children’s DevelopmentFall 2013Bridget K. HamreUniversity of Virginia

full-course6Effective Classroom Interactions: Supporting Young Children’s DevelopmentFall 2013Bridget K. HamreUniversity of Virginia

full-courseEighteenth-Century Literature: Versions of the Self in 18th-C BritainNANoel JacksonMassachusetts Institute of Technology

full-course1Eighteenth-Century Literature: Versions of the Self in 18th-C BritainSpring 2003Noel JacksonMassachusetts Institute of Technology

full-course1Eighteenth-Century Literature: Versions of the Self in 18th-C BritainSpring 2003Noel JacksonMIT

full-course1Einstein, Oppenheimer, Feynman: Physics in the 20th CenturySpring 2011David KaiserMassachusetts Institute of Technology

full-courseElectric Circuits ISpring 2008Husain A. Al-JamidKFUPM

full-courseElectric Circuits IIFall 2005A. H. Abdur-RahimKFUPM

full-courseElectric Energy EngineeringFall 2008Ibrahim El-AminKFUPM

full-course24Electric MachinesFall 2005James KirtleyMassachusetts Institute of Technology

full-course1Electrical and Magnetic Properties of MaterialsSpring 2007M. FaizKFUPM Open Courseware

full-course1Electrical ExplorationFall 2008Abdel-Latif A. QahwashKFUPM Open Courseware

full-course8Electricity and Gas: Market Design and Policy IssuesN/AKjelstrupTU Delft

full-course36Electricity and MagnetismSpring 2002Walter LewinMIT

full-course1Electricity and MagnetismSpring 2013Walter LewinMITx

full-course13Electricity TrainingN/AOsman SEVA_O_LUMiddle east technical University

full-course1ElectroceramicsN/ADr. Ashish GargIndian Institute of Technology Kanpur

full-course1ElectrodynamicsN/AAmol DigheTata Institute of Fundamental Research

full-course1Electromagnetic FieldsN/ADr. Ratnajit BhattacharjeeIndian Institute of Technology Guwahati

full-course25Electromagnetic Fields, Forces, and MotionSpring 2009Markus ZahnMassachusetts Institute of Technology

full-course28Electromagnetic Fields, Forces, and MotionSpring 2005Markus ZahnMassachusetts Institute of Technology

full-course2Electromagnetic TheoryFall 2009Altu_Middle east technical University

full-course15Electromagnetic Wave TheorySpring 2003Jin Au KongMassachusetts Institute of Technology

full-course14ElectromagneticsFall 2006Jin Au KongMassachusetts Institute of Technology

full-course27Electromagnetics and ApplicationsSpring 2009David StaelinMassachusetts Institute of Technology

full-course25Electromagnetics and ApplicationsFall 2005David Staelin(Contributor), Erich Ippen (Contributor), Markus ZahnMassachusetts Institute of Technology

full-course4Electron Microprobe AnalysisN/ADr. Nilanjan ChatterjeeMassachusetts Institute of Technology

full-course4Electron Microprobe Analysis by Wavelength Dispersive X-ray SpectrometryN/ADr. Nilanjan ChatterjeeMassachusetts Institute of Technology

full-course8Electron Theory of Chemical SolidsN/AKazuyoshi YoshimuraKyoto University

full-course5Electronic Circuits ISpring 2006Gyu-Tae KimKorea University

full-course16Electronic Device MaterialsSpring 2009Not JinhoHanyang University

full-course7Electronic InstrumentationN/AK.A.A. MakinwaTU Delft

full-course2Electronic Materials BSpring 2012Tokyo Institute of Technology

full-course2Electronic Materials BFall 2009Tokyo Institute of Technology

full-course2Electronic Materials DSpring 2011Tokyo Institute of Technology

full-course2Electronic Materials DSpring 2009Tokyo Institute of Technology

full-course1ElectronicsN/AD.C. DubeIndian Institute of Technology Delhi

full-courseElectronics ISpring 2008Alaa El-Din HusseinKufpm

full-courseElectronics IIFall 2007Mahmoud KassasKufpm

full-course15Elementary English Composition for Natural ScienceN/AArno SuzukiKyoto University

full-course15Elementary FrenchN/ACarnegie Mellon University

full-course15Elementary French IFall 2012Carnegie Mellon University

full-course15Elementary French IIFall 2012Carnegie Mellon University

full-course45Elementary MathematicsN/AZahir FikriVirtual University of Pakistan

full-course1Elementary Numerical AnalysisN/ARekha P. KulkarniIndian Institute of Technology Bombay

full-course41Elements of Calculus IFall 2008Alex HimonasUniversity of Notre Dame

full-course27Elements of Software ConstructionFall 2011Robert MillerMassachusetts Institute of Technology

full-course23Elements of Software ConstructionFall 2008Daniel Jackson, Robert MillerMassachusetts Institute of Technology

full-course1Elements of StructuresSpring 2013Simona SocrateMITx

full-course2Embodied Economics and CognitionSpring 2010Tokyo Institute of Technology

full-course12EME 444:N/AVera J. ColePenn State University

full-course10Emergent Materials IISpring 2005John FernandezMassachusetts Institute of Technology

full-course1Emergent Materials IISpring 2005John FernandezMIT

full-course5Emerging Trends & Technologies in the Virtual K-12 ClassroomFall 2013Cindy CarbajalUC Irvine

full-course5Emerging Trends & Technologies in the Virtual K-12 ClassroomFall 2013Cindy CarbajalUC Irvine

full-course11Empirical Research MethodsN/ABrinkmanTU Delft

full-course26End of NatureNAAlvin KibelMassachusetts Institute of Technology

full-course1End of NatureSpring 2002Alvin KibelMassachusetts Institute of Technology

full-course1End of NatureSpring 2002Alvin KibelMIT

full-course9Energy 101Spring 2013Sam SheltonGeorgia Tech

full-course1Energy and Environment in American History: 1705-2005Fall 2006Peter ShulmanMassachusetts Institute of Technology

full-course10Energy Conservation and Environmental ProtectionN/ASarma V. PisupatiPenn State University

full-course1Energy Decisions, Markets, and PoliciesSpring 2012Richard SchmalenseeMassachusetts Institute of Technology

full-course1Energy EconomicsSpring 2007Paul JoskowMIT

full-course12Energy in a Changing WorldN/APenn State University

full-course12Energy PolicyN/ABrandi RobinsonPenn State University

full-course20Energy, Environment, and SocietyNABeth Conlin, Jefferson Tester, Jeffrey Steinfeld, Dr. Amanda GrahamMassachusetts Institute of Technology

full-course3Engaging Students Through Cooperative LearningTBDPaul D. MillerJohns Hopkins University

full-course3Engaging Students Through Cooperative LearningTBDPaul D. MillerJohns Hopkins University

full-course23Engine and Emissions ControlFall 2007K. WattanavichienChulalongkorn University

full-course1Engineering Apollo: The Moon Project as a Complex SystemSpring 2007David MindellMassachusetts Institute of Technology

full-course1Engineering Chemistry IN/AK. Mangala Sunder & B.L. TembeIndian Institute of Technology Bombay & Indian Institute of Technology Madras

full-courseEngineering Economics and Design PrinciplesFall 2003Adnan J. Al-AmerKufpm

full-course13Engineering Economy and Cost Analysis IISpring 2010Serhan DuranMiddle east technical University

full-course4Engineering Economy ModuleFall 2009Michel-Alexandre Cardin, Richard dr NeufvilleMassachusetts Institute of Technology

full-course24Engineering EthicsSpring 2006Taft BroomeMassachusetts Institute of Technology

full-course1Engineering Fracture MechanicsN/AK. RameshIndian Institute of Technology Madras

full-courseEngineering Hydrology ISpring 2008Rashid AllaylaKufpm

full-course16Engineering MathematicsSpring 2009Sung – ChulHanyang University

full-course37Engineering Mechanics INAFranz-Josef Ulm, Markus BuehlerMassachusetts Institute of Technology

full-course36Engineering Mechanics IINADavid Gonzalez-Rodriguez, Ole MadsenMassachusetts Institute of Technology

full-course1Engineering Physics I (Experiment)N/AIndian Institute of Technology Guwahati

full-course1Engineering Physics I (Theory)N/AIndian Institute of Technology Guwahati

full-course1Engineering Physics IIN/AD.K. GhoshIndian Institute of Technology Bombay

full-courseEngineering Probability and StatisticsFall 2008Salih DuffuaaKFUPM

full-course27Engineering Risk-Benefit AnalysisSpring 2007George ApostolakisMassachusetts Institute of Technology

full-course12Engineering StatisticsN/ACarnegie Mellon University

full-course26Engineering Systems Analysis for DesignFall 2008Richard de NeufvilleMassachusetts Institute of Technology

full-course27Engineering, Economics and Regulation of the Electric Power SectorSpring 2010Ignacio Perez-ArriagaMassachusetts Institute of Technology

full-course27Engineering, Economics and Regulation of the Electric Power SectorSpring 2010Ignacio Perez-ArriagaMIT

full-course6English Common Law: An IntroductionSummer 2013Dame Hazel GennUniversity of London

full-course12English Composition I: Achieving ExpertiseSpring 2013Denise ComerDuke University

full-courseEnglish Economics A and BN/ATakeshi SAKADEKyoto-u- University

full-courseEnglish for Academic PurposesN/AMiddle east technical University

full-course15English for Academic Purposes IIN/ASerkan AlganMiddle east technical University

full-courseEnglish Grammar in Context articlesN/AThe Open University

full-course26English Renaissance Drama: Theatre and Society in the Age of ShakespeareNAShankar RamanMassachusetts Institute of Technology

full-course1English Renaissance Drama: Theatre and Society in the Age of ShakespeareFall 2003Shankar RamanMIT

full-course12Enhancing Humane Science – Improving Animal ResearchN/AAlan M. GoldbergJohns Hopkins University

full-course15Entertainment Education for Behavior ChangeFall 2009Esta de FossardJohns Hopkins University

full-course20Entrepreneurial BehaviorN/AThe Open University

full-course23Entrepreneurial FinanceSpring 2011Antoinette SchoarMIT

full-course25Entrepreneurial MarketingSpring 2002Jin Gyo KimMIT

full-course45EntrepreneurshipN/ACh. Shahzad AnsarVirtual University of Pakistan

full-course1Environment and EcologyN/AAnuradha Sharma & V.B. UpadhyayIndian Institute of Technology Delhi

full-course1Environment and SocietyFall 2002Dara OMassachusetts Institute of Technology

full-course1Environment ManagementN/AT.V. RamachandraIndian Institute of Science Bangalore

full-course39Environmental Air PollutionN/ANPTEL

full-course16Environmental ChemistrySpring 2010Korea University

full-course1Environmental Conflict and Social ChangeFall 2005Christine WalleyMassachusetts Institute of Technology

full-course9Environmental Earth ScienceN/ASamuel BowringMassachusetts Institute of Technology

full-course1Environmental Economics and Government Responses to Market FailureSpring 2005Michael GreenstoneMIT

full-course7,12Environmental Engineering Applications of Geographic Information SystemsNADaniel SheehanMassachusetts Institute of Technology

full-course3Environmental Engineering Masters of Engineering ProjectNADr. Eric Adams, Dr. Peter Shanahan, Susan MurcottMassachusetts Institute of Technology

full-course15Environmental EthicsFall 2007Michael FlemingCapilano University

full-course1Environmental GeologyFall 2004John LooneyUniversity of Massachusetts – Boston

full-course21Environmental HealthFall 2006Jonathan M. LinksJohns Hopkins University

full-course2Environmental Impacts and Global ResponsesSpring 2005Tokyo Institute of Technology

full-course1Environmental JusticeFall 2004JoAnn CarminMassachusetts Institute of Technology

full-courseEnvironmental Justice and Human Rights in the Aftermath of KatrinaN/AUniversity of Notre Dame

full-course1Environmental Management Practicum: Brownfield RedevelopmentFall 2006James HamiltonMassachusetts Institute of Technology

full-course21Environmental MicrobiologyNAMartin PolzMassachusetts Institute of Technology

full-course29Environmental PhilosophyFall 2007Kenneth SayreUniversity of Notre Dame

full-course29Environmental PhilosophyFall 2007Kenneth SayreUniversity of Notre Dame

full-course1Environmental Policy and EconomicsSpring 2011Hunt AllcottMIT

full-course24Environmental Politics and LawSpring 2010John WargoYale College

full-course26Environmental Politics and PolicySpring 2003Steve MeyerMIT

full-course1Environmental Politics and PolicySpring 2003Steve MeyerMIT

full-course45Environmental PsychologyN/AWali MuhammadVirtual University of Pakistan

full-course10Environmental Science LabN/AKaplan University

full-course10Environmental Science LabN/AKaplan University

full-course2Environmental StatisticsSpring 2011Tokyo Institute of Technology

full-course12Environmental StrugglesFall 2004Christine WalleyMIT

full-course26Epidemics in Western SocietySpring 2010Frank SnowdenYale University

full-course1Epidemiological Thinking for Non-SpecialistsFall 2007Peter TaylorUniversity of Massachusetts – Boston

full-course26Epidemiology and BiostaticsticsFall 2005Michael D. KneelandTufts University

full-courseEpidemiology CoreN/ATakeo NakayamaKyoto-u University

full-course20Epidemiology of Infectious DiseasesFall 2006Kenrad NelsonJohns Hopkins University

full-course6Epidemiology: The Basic Science of Public HealthFall 2013Karin YeattsCoursera

full-course6Epigenetic Control of Gene ExpressionN/AMarnie BlewittUniversity of Melbourne

full-course5Equine NutritionSpring 2013Jo-Anne MurrayUniversity of Edinburgh

full-course2Ergonomics for Organization and Systems DesignFall 2011Tokyo Institute of Technology

full-course10Error Control CodingSpring 2006Todd K. MoonUtah State University

full-course10Error Control CodingSpring 2006Todd K. Moon, Ph.D.Utah State University

full-course1Error Correcting CodesN/AP. Vijay KumarIndian Institute of Science Bangalore

full-course26Error-Correcting Codes LaboratorySpring 2004Daniel SpielmanMassachusetts Institute of Technology

full-course25Essential Coding TheoryFall 2004Madhu SudanMassachusetts Institute of Technology

full-course5Essentials of GeophysicsN/ARobert Van Der HilstMassachusetts Institute of Technology

full-course16Essentials of Probability and Statistical Inference IVSpring 2006Rafael IrizarryJohns Hopkins University

full-course1Estuarine Geography E&GSpring 2003John LooneyUniversity of Massachusetts – Boston

full-course8Ethical Issues in Public HealthSpring 2006Ruth FadenJohns Hopkins University

full-course13Ethical Practice: Professionalism, Social Responsibility, and the Purpose of the CorporationSpring 2010Leigh HafreyMIT

full-course26EthicsSpring 2008Yolande Westwell-RoperCapilano University

full-course26EthicsFall 2009Julia MarkovitsMIT

full-course12Ethics and the Law on the Electronic FrontierFall 2005Daniel Weitzner, Harold Abelson, Michael M.J. FischerMassachusetts Institute of Technology

full-course10Ethics of Human Subject ResearchSpring 2005Holly TaylorJohns Hopkins University

full-course27Ethnic and National IdentityFall 2011Jean JacksonMIT

full-courseEthnic and National IdentityFall 2009MIT

full-course14Ethnic Politics IFall 2003Roger PetersenMIT

full-course1Ethnic Politics IFall 2003Roger PetersenMIT

full-course11Ethnic Politics IISpring 2007Roger PetersenMIT

full-course1Ethnic Politics IISpring 2007Roger PetersenMIT

full-course26Ethnicity and Race in World PoliticsFall 2005Melissa NoblesMIT

full-course1Ethnicity and Race in World PoliticsSpring 2005Melissa NoblesMIT

full-course1EthnographySpring 2003Joseph DumitMassachusetts Institute of Technology

full-course1Eukaryotic Gene Expression – Basics and BenefitsN/AP.N. RangarajanIndian Institute of Science Bangalore

full-courseEuropean and American Economic HistoryN/ATakeshi SAKADEKyoto-u- University

full-course24European CivilizationN/AJohn MerrimanYale University

full-course25European Cultural History 1500-1815Fall 1969George L. MosseUniversity of Wisconsin

full-course37European Cultural History 1660-1870Fall 1982George L. MosseUniversity of Wisconsin

full-course30European Cultural History 1880-1920Fall 1979George L. MosseUniversity of Wisconsin

full-course26European Imperialism in the 19th and 20th CenturiesSpring 2006David CiarloMIT

full-course25European PoliticsFall 2011Kathleen ThelenMIT

full-course1European PoliticsFall 2011Kathleen ThelenMIT

full-courseEvaluating Therapies in Observational Studies: HAART to Heart Lessons from HIV/AIDSN/AStephen GangeJohns Hopkins University

full-course33Everyday Mind MasteryN/ATom CassidyUDemy

full-course13Evolution of the Immune SystemSpring 2005Nadia DanilovaMIT

full-courseEvolution through natural selectionN/AThe Open University

full-course4Evolution: A Course for EducatorsFall 2013Joel CracraftAmerican Museum of Natural History

full-course4Evolution: A Course for EducatorsFall 2013Joel CracraftAmerican Museum of Natural History

full-course13Evolutionary PsychologySpring 1999Steven PinkerMIT

full-course3Exam StatisticsN/AJoel KempCodecademy

full-course6Exercise Physiology: Understanding the Athlete WithinN/AMark HargreavesUniversity of Melbourne

full-course25Experiencing Architecture StudioSpring 2003William HubbardMassachusetts Institute of Technology

full-course1Experiencing Architecture StudioSpring 2003William HubbardMIT

full-courseExperimental AerodynamicsN/AMiddle east technical University

full-course75Experimental Biology & CommunicationSpring 2005Jonathan KingMIT

full-course6Experimental Biology – Communications IntensiveSpring 2005Marilee Ogren-BalkemaMIT

full-course12Experimental Genome scienceFall 2012John Hogenesch and John Isaac MurrayUniversity of Pennsylvania

full-course19Experimental Methods of Adjustable Tetrode Array NeurophysiologySpring 2001Matthew WilsonMIT

full-course65Experimental Microbial GeneticsFall 2008Dianne NewmanMIT

full-course65Experimental Molecular Biology: Biotechnology IISpring 2005Christopher BurgeMIT

full-course13Experimental Molecular NeurobiologyFall 2006Carlos LoisMIT

full-course1Experimental Stress AnalysisN/AK. RameshIndian Institute of Technology Madras

full-course14Exploring Black HolesSpring 2003Edmund BertschingerMIT

full-course9Exploring Distance Time GraphsN/AThe Open University

full-course1Exploring Human Values: Visions of Happiness and Perfect SocietyN/AA.K. SharmaIndian Institute of Technology Kanpur

full-course1Exploring PharmacologySpring 2009Mariya GusmanMIT

full-course8Exploring Quantum PhysicsSpring 2013Charles W. Clark and Victor GalitskiUniversity of Maryland

full-course1Expository Writing: Analyzing Mass MediaSpring 2001Andrea WalshMassachusetts Institute of Technology

full-course1Expository Writing: Analyzing Mass MediaSpring 2001Andrea WalshMIT

full-course1Expository Writing: Autobiography – Theory and PracticeSpring 2001Elizabeth FoxMassachusetts Institute of Technology

full-course1Expository Writing: Autobiography – Theory and PracticeSpring 2001Elizabeth FoxMIT

full-course1Expository Writing: Social and Ethical Issues in Print, Photography and FilmFall 2005Andrea WalshMassachusetts Institute of Technology

full-course1Expository Writing: Social and Ethical Issues in Print, Photography and FilmFall 2005Andrea WalshMIT

full-course13Extrasolar Planets: Physics and Detection TechniquesN/ASara SeagerMassachusetts Institute of Technology

full-course2Factory Study of Tour of CDSA No. 1Spring 2009Tokyo Institute of Technology

full-course2Factory Study of Tour of CDSA No. 2Fall 2011Tokyo Institute of Technology

full-course7Faith and the African American ExperienceSpring 2006Hugh R. Page, Jr.University of Notre Dame

full-course7Faith and the African American ExperienceSpring 2006Hugh R. PageUniversity of Notre Dame

full-course14Family FinanceSpring 2005Alena JohnsonUtah State University

full-course14Family FinanceSpring 2005Alena JohnsonUtah State University

full-course12Family Planning Policies and ProgramsSpring 2005Henry MosleyJohns Hopkins University

full-course10Fantasy and science Fiction: The Human Mind, Our Modern WorldN/AEric RabkinUniversity of Michigan

full-courseFashion and Popular CultureSpring 2006Yoon Jung LeeKorea University

full-course45Feature & Column WritingN/AAamer Waqas Ghaus ChaudharyVirtual University of Pakistan

full-course26Feedback SystemsSpring 2007James Roberge, Joel Dawson (Contributor), Kent Lundberg (Contributor)Massachusetts Institute of Technology

full-course1Feeding Cities in the Global South: Challenges and Opportunities for Action in CartagenaFall 2009Edgar BlancoMassachusetts Institute of Technology

full-course4Feeling and Imagination in Art, Science, and TechnologySpring 2004Irving SingerMIT

full-course1Feminist Political ThoughtFall 2000Elizabeth A. WoodMIT

full-course1Feminist Political ThoughtSpring 2010Elizabeth A. WoodMIT

full-course1Feminist Political ThoughtFall 2000Elizabeth A. WoodMassachusetts Institute of Technology

full-course14Feminist Political ThoughtSpring 2010Elizabeth A. WoodMIT

full-course1Feminist Political ThoughtSpring 2010Elizabeth A. WoodMassachusetts Institute of Technology

full-course1Feminist Political ThoughtSpring 2010Elizabeth A. WoodMIT

full-course14Feminist Political ThoughtSpring 2010Elizabeth A. WoodMIT

full-course1Feminist Political Thought (Fall 2000)Fall 2000Elizabeth A. WoodMIT

full-course14Feminist TheorySpring 2008Elizabeth A. WoodMIT

full-course1Feminist TheorySpring 2008Elizabeth A. WoodMIT

full-course14Feminist TheorySpring 2008Elizabeth A. WoodMIT

full-course1Feminist Theory (Spring 2008)Spring 2008Elizabeth A. WoodMIT

full-course1FencingSpring 2007Jaroslav KoniuszMassachusetts Institute of Technology

full-course12FencingSpring 2007Jaroslav KoniuszMIT

full-course9Field Geology IN/ABen Crosby, B. Clark BurchfielMassachusetts Institute of Technology

full-course13Field Seminar in International Political EconomyFall 2003Nazli ChoucriMIT

full-course1Field Seminar in International Political EconomyFall 2003Nazli ChoucriMIT

full-course1Field Seminar: International Relations TheoryFall 2011M. Taylor FravelMIT

full-course13Field Seminar: International Relations TheoryFall 2011M. Taylor FravelMIT

full-course39Fields, Forces and Flows in Biological SystemsNAJongyoon Han, Scott ManalisMassachusetts Institute of Technology

full-course39Fields, Forces and Flows in Biological SystemsSpring 2007Jongyoon Han, Scott ManalisMassachusetts Institute of Technology

full-course26Fields, Forces, and Flows in Biological Systems (BE.430J)NADouglas Lauffenburger, Alan GrodzinskyMassachusetts Institute of Technology

full-course2File Input/OutputN/AEric WeinsteinCodecademy

full-course12Film as Visual and Literary MythmakingFall 2005Irving SingerMIT

full-course12Film ScoringSpring 2012Jack FreemanBerklee College of Music

full-course1FinanceSpring 2013Kay GieseckeStanford University

full-course24Finance Theory IISpring 2003Dirk JenterMIT

full-course45Financial AccountingN/AMujahid EshaiVirtual University of Pakistan

full-course23Financial AccountingSummer 2004S. P. KothariMIT

full-course45Financial AccountingN/AMujahid EshaiVirtual University of Pakistan

full-course45Financial Accounting IIN/AMujahid EshaiVirtual University of Pakistan

full-course45Financial Accounting IIN/AMujahid EshaiVirtual University of Pakistan

full-course11Financial and Management AccountingSpring 2011Serhan DuranMiddle east technical University

full-course20Financial and Managerial AccountingSummer 2003George PleskoMIT

full-course10Financial Engineering and Risk ManagementSpring 2013Martin Haugh and Garud IyengarColumbia University

full-course5Financial ManagementSummer 2003Jonathan LewellenMIT

full-course45Financial ManagementN/AMubasher HumayunVirtual University of Pakistan

full-course45Financial ManagementN/AMubasher HumayunVirtual University of Pakistan

full-course26Financial MarketsSpring 2008Robert J. ShillerYale College

full-course23Financial Markets (2011)Spring 2011Robert J. ShillerYale College

full-course45Financial Statement AnalysisN/ANaimatullah AbidVirtual University of Pakistan

full-course45Financial Statement AnalysisN/ANaimatullah AbidVirtual University of Pakistan

full-course26Financial TheoryFall 2009John GeanakoplosYale College

full-course1Financing Economic DevelopmentSpring 2006Karl SeidmanMassachusetts Institute of Technology

full-courseFinding Information in Modern LanguagesN/AThe Open University

full-course1Finite Element AnalysisN/ADr. B.N. RaoIndian Institute of Technology Madras

full-course5Finite MathematicsFall 2007Raja Mohammad LatifKFUPM Open Courseware

full-courseFirst Look: Novell Identity Manager 4N/ANovell

full-courseFirst Look: Novell SecureLogin 7N/ANovell

full-courseFirst Look: Novell Sentinel Log ManagerN/ANovell

full-course3First Website Using HTML and CSSN/Aben byfordCodecademy

full-course7First Year Chinese ISpring 2005Li LiUtah State University

full-course7First Year Chinese ISpring 2005Li Li, Ph.D.Utah State University

full-course15First Year Chinese IISpring 2005Li LiUtah State University

full-course8First Year Chinese IISpring 2005Li Li, Ph.D.Utah State University

full-course6First Year Teaching – Success From the StartFall 2013Ellen MoirNew Teacher Center

full-course6First Year Teaching – Success From the StartFall 2013Ellen MoirNew Teacher Center

full-course8First-Year Composition 2.0Summer 2013Karen HeadGeorgia Tech

full-course3FizzBizzN/AsashaCodecademy

full-course2FizzBizz++: Return of the ModulusN/AGuy MannCodecademy

full-course20FlashFall 2006Andrew WalkerUtah State University

full-course1FlashFall 2006Andrew Walker, Ph.D.Utah State University

full-courseFlight Dynamics and Control IN/AAyman KassemKFUPM

full-course1Flight Dynamics I – Airplane PerformanceN/AE.G. TulapurkaraIndian Institute of Technology Madras

full-course10Flight Dynamics II – Airplane Stability and ControlN/AE.G. TulapurkaraIndian Institute of Technology Madras

full-courseFlight Propulsion ISpring 2008Farooq SaeedKFUPM

full-course7Flight SchedulerN/ACodecademy

full-courseFlight Structures ISpring 2008Hanafy M. OmarKFUPM

full-courseFlight Traffic Control and SafetySpring 2008Wael AbdelrahmanKFUPM

full-course24Fluid Dynamics of the Atmosphere and OceanN/AJames Hanson, Jr.Massachusetts Institute of Technology

full-course1Fluid MachineryN/AIndian Institute of Technology Kanpur & Indian Institute of Technology Kharagpur

full-course5Fluid MechanicsN/ADr. Subhashisa Dutta & Dr. N. SahooIndian Institute of Technology Guwahati

full-course1Fluid MechanicsN/AGautam Biswas & S.K. SomIndian Institute of Technology Kanpur & Indian Institute of Technology Kharagpur

full-course39Fluid MechanicsSpring 2006UrrozUtah State University

full-course1Fluid MechanicsSpring 2006Gilberto E. Urroz, Ph.D.Utah State University

full-courseFluid Power SystemsFall 2007Maged A. El-ShaarawiKFUPM

full-course26Food and CultureSpring 2011Heather PaxsonMIT

full-course12Food and Environment Under Economic Development and GlobalizationN/ANaoki OkadaKyoto University

full-course7Food and Nutrition PolicyN/ARolf KlemmJohns Hopkins University

full-course1Food and Power in the Twentieth CenturySpring 2005Deborah FitzgeraldMassachusetts Institute of Technology

full-courseFood Preparation in the HomeN/ADana AdcockBYU

full-course23Food Production, Public Health, and the EnvironmentFall 2010Bob LawrenceJohns Hopkins University

full-course13Food Safety, Storage, and AllergiesN/AUtah State University

full-course15ForecastingFall 2009Byeong Seon SeoKorea University

full-course10Forensic Biology and Impression EvidenceN/AKaplan University

full-course10Forensic Biology and Impression EvidenceN/AKaplan University

full-course45Forensic PsychologyN/AAsir AjmalVirtual University of Pakistan

full-course1Form-Finding and Structural Optimization: Gaudi WorkshopFall 2004John OchsendorfMIT

full-course12Form-Finding and Structural Optimization: Gaudi WorkshopFall 2004Massachusetts Institute of Technology

full-course45Formal Methods for Software EngineeringN/AFakhar LodhiVirtual University of Pakistan

full-course14Forms of Democracy in Nineteenth-Century U.S. LiteratureSpring 2008Sandra M. GustafsonUniversity of Notre Dame

full-course1Forms of Political Participation: Old and NewSpring 2005Lily L. TsaiMIT

full-course26Forms of Political Participation: Old and NewSpring 2005Lily L. TsaiMIT

full-course1Forms of Western NarrativeFall 2007James BuzardMIT

full-course7Forms of Western NarrativeNAJames BuzardMassachusetts Institute of Technology

full-course1Forms of Western NarrativeFall 2007James BuzardMassachusetts Institute of Technology

full-course1Foshan China WorkshopSpring 2004Tunney LeeMassachusetts Institute of Technology

full-course1Foundation EngineeringN/ADr. Deepankar ChoudhuryIndian Institute of Technology Bombay

full-course25Foundations of Algorithms and Computational Techniques in Systems BiologyNABruce Tidor, Jacob WhiteMassachusetts Institute of Technology

full-course6Foundations of Business StrategySpring 2013Michael J. LenoxUniversity of Virginia

full-course28Foundations of CognitionSpring 2003Josh TenenbaumMIT

full-course26Foundations of Computational and Systems BiologyNAChristopher Burge, Michael Yaffe, Dr. Peter Woolf, Amy KeatingMassachusetts Institute of Technology

full-course1Foundations of Computational and Systems BiologySpring 2004Peter WoolfMassachusetts Institute of Technology

full-course12Foundations of Computer GraphicsFall 2012Ravi RamamoorthiBerkeleyx

full-course1Foundations of Computer GraphicsSpring 2013Ravi RamamoorthiBerkeleyx

full-course1Foundations of Development PolicySpring 2009Esther DufloMIT

full-course25Foundations of Modern Social TheoryFall 2009Ivan SzelenyiYale College

full-course1Foundations of Political ScienceSpring 2005Roger PetersenMIT

full-course1Foundations of Political ScienceFall 2004Joshua CohenMIT

full-course14Foundations of Political ScienceSpring 2005Roger PetersenMIT

full-course12Foundations of Political ScienceFall 2004Joshua CohenMIT

full-course1Foundations of Public HealthFall 2009Oladele A. OgunseitanUniversity of California – Irvine

full-course21Foundations of Software EngineeringNAKevin AmaratungaMassachusetts Institute of Technology

full-course4Foundations of Teaching for Learning 1: IntroductionSummer 2013John MacBethCommonwealth Education Trust

full-course4Foundations of Teaching for Learning 1: IntroductionSummer 2013John MacBethCommonwealth Education Trust

full-course6Foundations of Teaching for Learning 2: Being a TeacherFall 2013Dennis FrancisCommonwealth Education Trust

full-course6Foundations of Teaching for Learning 2: Being a TeacherFall 2013Dennis FrancisCommonwealth Education Trust

full-course6Foundations of Teaching for Learning 3: Learners and LearningFall 2013George OduroCommonwealth Education Trust

full-course6Foundations of Teaching for Learning 3: Learners and LearningFall 2013George OduroCommonwealth Education Trust

full-course6Foundations of Teaching for Learning 4: CurrriculumSpring 2014Suseela MalakolunthuCommonwealth Education Trust

full-course6Foundations of Teaching for Learning 4: CurrriculumSpring 2014Suseela MalakolunthuCommonwealth Education Trust

full-course6Foundations of Teaching for Learning 5: Planning for Teaching and LearningSpring 2014Commonwealth Education Trust

full-course6Foundations of Teaching for Learning 5: Planning for Teaching and LearningSpring 2014Commonwealth Education Trust

full-course6Foundations of Teaching for Learning 6: Introduction to Student AssessmentSummer 2014Commonwealth Education Trust

full-course6Foundations of Teaching for Learning 6: Introduction to Student AssessmentSummer 2014Commonwealth Education Trust

full-course6Foundations of Teaching for Learning 7: Being a ProfessionalFall 2014Commonwealth Education Trust

full-course6Foundations of Teaching for Learning 7: Being a ProfessionalFall 2014Commonwealth Education Trust

full-course6Foundations of Teaching for Learning 8: Developing RelationshipsFall 2014Commonwealth Education Trust

full-course6Foundations of Teaching for Learning 8: Developing RelationshipsFall 2014Commonwealth Education Trust

full-course1Foundations of Theater PracticeFall 2009Janet SonenbergMassachusetts Institute of Technology

full-course43Foundations of Theology: Biblical and HistoricalFall 2005Gary AndersonUniversity of Notre Dame

full-course1Foundations of Western Culture IIFall 2002Mary FullerMIT

full-course1Foundations of Western Culture IIFall 2002Mary FullerMassachusetts Institute of Technology

full-courseFoundations of Western Culture IINAMary FullerMassachusetts Institute of Technology

full-course1Foundations of Western Culture II: Renaissance to ModernitySpring 2003Alvin KibelMIT

full-course1Foundations of Western Culture II: Renaissance to ModernitySpring 2003Alvin KibelMassachusetts Institute of Technology

full-course25Foundations of Western Culture II: Renaissance to ModernityNAAlvin KibelMassachusetts Institute of Technology

full-course1Foundations of Western Culture: Homer to DanteFall 2008Arthur BahrMIT

full-course1Foundations of Western Culture: Homer to DanteFall 2008Arthur BahrMassachusetts Institute of Technology

full-course26Foundations of Western Culture: Homer to DanteNAArthur BahrMassachusetts Institute of Technology

full-course1Foundations of Western Culture: The Making of the Modern WorldSpring 2010Howard EilandMIT

full-course1Foundations of Western Culture: The Making of the Modern WorldSpring 2010Howard EilandMassachusetts Institute of Technology

full-course9Foundations of Western Culture: The Making of the Modern WorldNADr. Howard EilandMassachusetts Institute of Technology

full-course1Foundations of World Culture I: World Civilizations and textsFall2011Dr. Ghenwa HayekMIT

full-course1Foundations of World Culture I: World Civilizations and TextsFall2011Dr. Ghenwa HayekMassachusetts Institute of Technology

full-courseFoundations of World Culture I: World Civilizations and textsNADr. Ghenwa HayekMassachusetts Institute of Technology

full-course22Foundations of World Culture II: World Literatures and textsNADr. Ghenwa HayekMassachusetts Institute of Technology

full-course27Fourier Analysis – Theory and ApplicationsSpring 2004Richard MelroseMassachusetts Institute of Technology

full-course26Frameworks and Models in Engineering SystemsSpring 2007Joseph SussmanMassachusetts Institute of Technology

full-course12Frameworks and Models in Engineering Systems / Engineering System DesignNAJoseph SussmanMassachusetts Institute of Technology

full-course4Frameworks of Urban GovernanceSpring 2007Deborah KobesMassachusetts Institute of Technology

full-course24France Since 1871Fall 2007John MerrimanYale University

full-course28France, 1660-1815: Enlightenment, Revolution, NapoleonSpring 2011Jeffrey S. RavelMIT

full-courseFrench in ActionN/APierre CapretzYale University

full-courseFrench: En VilleN/AThe Open University

full-course37Freshman Organic Chemistry IFall 2008J. Michael McBrideYale College

full-course38Freshman Organic Chemistry IISpring 2011J. Michael McBrideYale College

full-course1Freshman Seminar: Structural Basis of Genetic Material: Nucleic AcidsFall 2005Shuguang ZhangMassachusetts Institute of Technology

full-course1From Molecules to Behavior: Synaptic NeurophysiologySpring 2010Alex ChubykinMassachusetts Institute of Technology

full-course8From Nano to Macro: Introduction to Atomistic Modeling TechniquesNAMarkus BuehlerMassachusetts Institute of Technology

full-course13From Print to Digital: Technologies of the Word, 1450-PresentFall 2005Jeffrey S. RavelMIT

full-course15From the Silk Road to the Great Game: China, Russia, and Central EurasiaFall 2003Peter C. PerdueMIT

full-course24Frontiers and Controversies in Astrophysics:Spring 2007Charles BailynYale College

full-course25Frontiers of Biomedical EngineeringSpring 2008W. Mark SaltzmanYale University

full-course7Fuel Cell TechnologyN/ADr. Anil VermaIndian Institute of Technology Delhi & Indian Institute of Technology Guwahati

full-course1Fuel, Furnace and RefractoryN/ASatish Ch. KoriaIndian Institute of Technology Kanpur

full-course1Fueling Sustainability: Engineering Microbial Systems for Biofuel ProductionSpring 2011Michelle O’MalleyMassachusetts Institute of Technology

full-course1Fuels, Refractory and FurnacesN/ASatish Ch. KoriaIndian Institute of Technology Kanpur

full-course1Functional AnalysisN/AP.D. SrivastavaIndian Institute of Technology Kharagpur

full-course1Functional AnalysisN/AM.T. NairIndian Institute of Technology Madras

full-course10Functional Hardware VerificationN/AAxel Scherer and Hannes FrUdacity

full-course9Functional Hardware VerificationSpring 2013Axel SchererUdacity

full-course10Functional MRI of High-Level VisionFall 2007Nancy KanwisherMIT

full-course7Functional Programming Principles in ScalaFall 2012Martin OderskyEcole Polytechnique Federale De Laussane

full-course5Functions in JavaScriptN/AAmjad MasadCodecademy

full-course23Functions of a Complex VariableFall 2008Sigurdur HelgasonMassachusetts Institute of Technology

full-course2Fundamental Biological ChemistryFall 2007Tokyo Institute of Technology

full-courseFundamental Course for Computational ScienceN/AHiroyuki TOMITAKyoto-u-University

full-courseFundamental Technologies in Electrical and Electronic EngineeringN/AMituhiko ARAKIKyoto-u University

full-course2Fundamentals for Energy Conversion (DES)Fall 2012Tokyo Institute of Technology

full-course44Fundamentals of AlgorithmsN/ASohail AslamVirtual University of Pakistan

full-course45Fundamentals of AuditingN/AMian Ahmad FarhanVirtual University of Pakistan

full-course45Fundamentals of AuditingN/AMian Ahmad FarhanVirtual University of Pakistan

full-courseFundamentals of BiologyN/AEric LanderMIT

full-course8Fundamentals of Business AnalysisN/AOpen University of California Irvine

full-course8Fundamentals of Business WritingN/AOpen University of Hong Kong

full-course7Fundamentals of CombustionN/ADr. D.P. MishraIndian Institute of Technology Kanpur

full-course1Fundamentals of Computational Media DesignFall 2008Barry VercoeMIT

full-courseFundamentals of Computer CommunicationSpring 2007Ahmed YamaniKFUPM

full-courseFundamentals of Computer EngineeringFall 2009Ashraf S. Hasan MahmoudKFUPM

full-courseFundamentals of Electric CircuitsSpring 2006Wajih A. Abu-Al-SaudKFUPM

full-course10Fundamentals of Electrical and Electronic EngineeringSpring 2011Osman SEVA_O_LUMiddle east technical University

full-course14Fundamentals of Electrical EngineeringN/ADon H. JohnsonRice University

full-courseFundamentals of Electronic CommerceSpring 2008Ehab A. QahwashKFUPM

full-course1Fundamentals of Energy in BuildingsFall 2010Leon GlicksmanMIT

full-course14Fundamentals of Energy in BuildingsNALeon GlicksmanMassachusetts Institute of Technology

full-course27Fundamentals of Energy in BuildingsFall 2010Leon GlicksmanMassachusetts Institute of Technology

full-course11Fundamentals of Epidemiology IFall 2008Sukon KanchanaraksaJohns Hopkins University

full-course13Fundamentals of Epidemiology IIFall 2008Sukon KanchanaraksaJohns Hopkins University

full-course10Fundamentals of Human NutritionN/AKristina von Castel-RobertsUniversity of Florida

full-course1Fundamentals of MusicSpring 2007Pamela WoodMIT

full-course13Fundamentals of Oncology for Public Health PractitionersFall 2007Bruce TrockJohns Hopkins University

full-course6Fundamentals of Online Education: Planning and ApplicationSpring 2013Fatimah WirthGeorgia Tech

full-courseFundamentals of Personal Financial PlanningN/AUniversity of California Irvine

full-course6Fundamentals of Personal Financial PlanningSpring 2012Avi PaiUC Irvine

full-course10Fundamentals of PharmacologyN/AEmma MeagherUniversity of Pennsylvania

full-course26Fundamentals of Photonics: Quantum ElectronicsSpring 2006Franz KMassachusetts Institute of Technology

full-course24Fundamentals of Physics IFall 2006Ramamurti ShankarYale College

full-course25Fundamentals of Physics IIN/ARamamurti ShankarYale College

full-course26Fundamentals of ProbabilityFall 2008David GamarnikMIT

full-course26Fundamentals of ProbabilityFall 2008David Gamarnik, John TsitsiklisMassachusetts Institute of Technology

full-course16Fundamentals of Program EvaluationSpring 2006Jane BertrandJohns Hopkins University

full-course6Fundamentals Of ProgrammingN/AJason MadarCapilano University

full-course1Fundamentals of Public PolicyFall 2004Steve MeyerMIT

full-course1Fundamentals of Public PolicyFall 2004Steve MeyerMassachusetts Institute of Technology

full-course45Fundamentals of Public RelationsN/AMohammad Tariq BuchaVirtual University of Pakistan

full-course8Fundamentals of Rehearsing Music EnsemblesFall 2013Evan FeldmanCoursera

full-course1Fundamentals of Storytelling in Education for Teachers and TrainersN/AUniversity of North Carolina

full-course1Fundamentals of Transport ProcessesN/AV. KumaranIndian Institute of Science Bangalore

full-course1Fundamentals of Using Edmodo for Social Media in the ClassroomN/ARussell Stannard

full-course2Fundamentals on VLSI SystemsSpring 2012Tokyo Institute of Technology

full-course1Furniture MakingSpring 2005Christopher DewartMIT

full-course16Furniture MakingSpring 2005Christopher DewartMassachusetts Institute of Technology

full-course1GSpring 2007Robert SpeerMIT

full-course14G-Protein Coupled Receptors: Vision and DiseaseSpring 2007Parvathi KotaMIT

full-course9Galaxies and CosmologySpring 2013S. George DjorgovskiCaltech

full-course33Game DesignFall 2010Philip TanMIT

full-course24Game TheoryFall 2007Ben PolakYale College

full-course6Game TheorySpring 2013Matthew O. Jackson, Kevin Leyton-Brown, and Yoav ShohamStanford University

full-course1Game TheorySpring 2010Muhamet YildizMIT

full-course12Game Theory and Political TheoryFall 2004James SnyderMIT

full-course1Game Theory and Political Theory (Fall 2004)Fall 2004James SnyderMIT

full-course11Game Theory for ManagersSpring 2004David McAdamsMIT

full-course21Game Theory with Engineering ApplicationsSpring 2010Asu OzdaglarMassachusetts Institute of Technology

full-course7Games without Chance: Combinatorial Game TheorySpring 2013Tom MorleyGeorgia Institute of Technology

full-courseGamificationN/AKevin WerbachUniversity of Pennsylvania

full-course14Gaming and Virtual EnvironmentFall 2009Kursat CagiltayMiddle east technical University

full-course1Gaoming Studio – ChinaSpring 2005Eran Ben-JosephMassachusetts Institute of Technology

full-courseGas Dynamics ISpring 2008Abdullah M. Al-GarniKFUPM

full-course1.5Gastrointestinal and LiverSpring 2010Matthew Velkey, Ph.D.University of Michigan

full-course3Gastrointestinal DiseasesFall 2010Rebecca Van DykeUniversity of Michigan

full-course1Gateway to the Profession of PlanningFall 2010Bishwapriya SanyalMassachusetts Institute of Technology

full-course1Gateway: Planning ActionFall 2007Xavier de Souza BriggsMassachusetts Institute of Technology

full-course1Gender and Media Studies: Women and the MediaFall 2008Kim SurkanMIT

full-course1Gender and Media Studies: Women and the MediaFall 2008Kim SurkanMassachusetts Institute of Technology

full-course1Gender and Race, Work, and Public PolicySpring 2005Ceasar McDowellMassachusetts Institute of Technology

full-course1Gender and Representation of Asian WomenSpring 2010Manduhai BuyandelgerMIT

full-course1Gender and Representation of Asian WomenSpring 2010Manduhai BuyandelgerMassachusetts Institute of Technology

full-course14Gender and Representation of Asian WomenSpring 2010Manduhai BuyandelgerMIT

full-course1Gender and the Law in U.S. historySpring 2004Christopher CapozzolaMIT

full-course1Gender and the Law in U.S. HistorySpring 2004Christopher CapozzolaMassachusetts Institute of Technology

full-course1Gender Issues in Academics and AcademiaSpring 2004Holly SweetMIT

full-course45Gender Issues in PsychologyN/ASarah ShahedVirtual University of Pakistan

full-course1Gender, Power, and International DevelopmentFall 2003Christine WalleyMIT

full-course1Gender, Power, and International DevelopmentFall 2003Christine WalleyMassachusetts Institute of Technology

full-course25Gender, Power, and International DevelopmentFall 2003Christine WalleyMIT

full-course1Gender, Race, and the Complexities of science and Technology: A Problem-Based Learning ExperimentSpring 2009Peter TaylorMIT

full-course1Gender, Race, and the Complexities of Science and Technology: A Problem-Based Learning ExperimentSpring 2009Peter TaylorMassachusetts Institute of Technology

full-course1Gender, Sexuality, and SocietySpring 2006Heather PaxsonMIT

full-course1Gender, Sexuality, and SocietySpring 2006Heather PaxsonMassachusetts Institute of Technology

full-course25Gender, Sexuality, and SocietySpring 2006Heather PaxsonMIT

full-course44General Biology IN/ABrian WhiteUMB

full-course1General Biology IFall 2009Brian WhiteUniversity of Massachusetts – Boston

full-course6General Biology IIN/ABrian WhiteUMB

full-course1General Biology IISpring 2010Brian WhiteUniversity of Massachusetts – Boston

full-courseGeneral Chemistry ISpring 2007/2008Maung Than HtunKFUPM

full-courseGeneral Chemistry IISpring 2007/2008Ghassan OweimreenKFUPM

full-course12General Circulation of the Earth’s AtmosphereN/APeter StoneMassachusetts Institute of Technology

full-course8General Game PlayingSpring 2013Michael GeneserethStanford University

full-courseGeneral Introduction to Linguistic Science IN/AFujita KojiKyoto University

full-course15General PathologyN/ATetsuya TakakuwaKyoto-u University

full-course52General PhilosophyFall 2011Peter MillicanUniversity of Oxford

full-course20General Physics ISpring 2006Seok-Cheol HongKorea University

full-course1General RelativitySpring 2006Edmund BertschingerMassachusetts Institute of Technology

full-course30General ScienceN/AVirtual University of Pakistan

full-course1General VirologyN/ADr. Sachin KumarIndian Institute of Technology Guwahati

full-course24Generating Business Value from Information TechnologySpring 2009Jeanne RossMIT

full-course6Generating the Wealth of NationsN/AJeff BorlandUniversity of Melbourne

full-course6Generation Rx: The science Behind Prescription Drug AbuseSummer 2013Nicole Cartwright KwiekOhio State University

full-course6Genes and the Human Condition (From Behavior to Biotechnology)Spring 2013Rammatha O’Brien and Raymond St. LegerUniversity of Maryland

full-course24Genetic NeurobiologyFall 2005Troy LittletonMIT

full-course35GeneticsFall 2004Chris KaiserMIT

full-course16GeneticsFall 2005Laurie Ann DemmerTufts University

full-courseGeneticsN/ATakashi EndoKyoto-u University

full-course4Genetics and Society: A Course for EducatorsFall 2013Rob DeSalleAmerican Museum of Natural History

full-course4Genetics and Society: A Course for EducatorsFall 2013Rob DeSalleAmerican Museum of Natural History

full-courseGenomes and DiversityN/AMark L. SieglNew York University

full-course1Geo-Environmental EngineeringN/ADr. S. SreedeepIndian Institute of Technology Guwahati

full-course7Geo-information Technology for Crisis ManagementN/AZlatanovaTU Delft

full-course22GeobiologyN/ARoger Summons, Tanja BosakMassachusetts Institute of Technology

full-course28GeodynamicsN/ABradford HagerMassachusetts Institute of Technology

full-courseGeodynamics SeminarN/AKaren Bice, Mark Behn, Sarah DasMassachusetts Institute of Technology

full-course10GEOG 030:Fall 2012Matt BranchPenn State University

full-course12GEOG 438W:N/ABrandi RobinsonPenn State University

full-course9GEOG 482/160: Nature of Geographic InformationN/ADavid DiBiasePenn State University

full-courseGEOG 483: Problem-Solving with GIS – Final ProjectN/APenn State University

full-course12GEOG 484: GIS Database Development – Final ProjectN/APenn State University

full-course10GEOG 485: GIS Programming and Automation (current Python version)Spring 2013James O’BrienPenn State University

full-course10GEOG 485: GIS Programming and Customization (archived VBA version)Fall 2011Jim DetwilerPenn State University

full-course10GEOG 486: Cartography and VisualizationN/AAdrienne GruverPenn State University

full-course10GEOG 487: Environmental Applications of GISN/ARachel KornakPenn State University

full-course10GEOG 488: Acquiring and Integrating Geospatial DataN/AGeorge ChaplinPenn State University

full-course10GEOG 489: GIS Application DevelopmentN/AAndrew MurdochPenn State University

full-course10GEOG 497B: Location Intelligence for BusinessN/AWes StrohPenn State University

full-course10GEOG 497D: Lidar Technology and ApplicationsN/AKaren SchuckmanPenn State University

full-course10GEOG 583: Geospatial Systems Analysis and DesignN/AFrank HardistyPenn State University

full-course10GEOG 584: Geospatial Technology Project ManagementN/APat KennellyPenn State University

full-course10GEOG 585: Open Web MappingN/AIan TurtonPenn State University

full-course10GEOG 586: Geographic Information AnalysisN/AJustine BlanfordPenn State University

full-course10GEOG 587: Conservation GISN/AJoe BishopPenn State University

full-course10GEOG 588: Planning GIS for Emergency ManagementN/AAnthony RobinsonPenn State University

full-course10GEOG 860: Comparative GISFall 2012Adena SchutzbergPenn State University

full-course10GEOG 862: GPS and GNSS for Geospatial ProfessionalsN/AJan Van SicklePenn State University

full-course10GEOG 863: GIS Mashups for GIS ProfessionalsFall 2012Jim DetwilerPenn State University

full-course10GEOG 883: Remote SensingN/AKaren SchuckmanPenn State University

full-course10GEOG 897C: Cloud and Server GISN/AFrank HardistyPenn State University

full-course9GEOG 897G: Trends in Geospatial TechnologyN/AJay ParrishPenn State University

full-course12GEOG/EME 432:N/ABrandi RobinsonPenn State University

full-course12GEOG/EME 469:N/ARon SantiniPenn State University

full-course1Geographic – Weather & ClimateSpring 2005John LooneyUniversity of Massachusetts – Boston

full-courseGeographic Information SystemsSpring 2007Baqer Al-RamadanKFUPM

full-course8Geology and Geomorphology of Hong KongN/AThe Open University of Hong Kong

full-course23Geometric Folding AlgorithmsFallErik DemaineMIT

full-course1Geometry – Angles, Shapes and AreaN/AMath Planet

full-course17Geometry and Quantum Field TheoryFall 2002Pavel EtingofMassachusetts Institute of Technology

full-course1Geometry of ManifoldsFall 2004Tomasz MrowkaMassachusetts Institute of Technology

full-course1GeomorphologyFall 2008John LooneyUniversity of Massachusetts – Boston

full-course12GEOSC 10: Geology of the National ParksFall 2012Richard AlleyPennsylvania State University

full-course6GeoWall VisualizationsN/AChuck AndersoPennsylvania State University

full-course8Getting DiceyN/ABryan PellegrinoCodecademy

full-courseGetting Inside HarmonyN/ABerklee College of Music

full-course21Getting Started With Google AnalyticsN/AEugen OpreaUDemy

full-course5Getting Started with ProgrammingN/ALeng LeeCodecademy

full-course4Getting Things Implemented: Strategy, People, Performance, and LeadershipSpring 2009Xavier de Souza BriggsMassachusetts Institute of Technology

full-course2GIS in water resources engineeringSpring 2012Tokyo Institute of Technology

full-course2Global Business Strategy and StandardizationFall 2012Tokyo Institute of Technology

full-course26Global Climate Change: Economics, Science, and PolicySpring 2008Henry JacobyMIT

full-course23Global Climate Change: Economics, Science, and PolicyN/AHenry Jacoby, Ronald Prinn, Mort Webster, Travis Fanck, Eunjee LeeMassachusetts Institute of Technology

full-course25Global Entrepreneurship Lab: Asia-PacificFall 2010Yasheng HuangMIT

full-course25Global Entrepreneurship Lab: Latin America, the Middle East, and AfricaFall 2010Simon JohnsonMIT

full-courseGlobal Environmental StudiesN/ATakeyuki OkuboKyoto University

full-course1Global Freshwater CrisisSpring 2011Susan MurcottMassachusetts Institute of Technology

full-course16Global Issues in Information TechnologyN/AWeber State University

full-course12Global Markets, National Politics and the Competitive Advantage of FirmsFall 2011Simon JohnsonMIT

full-course24Global Problems of Population GrowthSpring 2009Robert WymanYale University

full-courseGlobal Resource EconomicsN/ATakashi TAKEBEKyoto-u- University

full-course11Global Strategy and OrganizationSpring 2008Donald LessardMIT

full-courseGlobal Sustainable Energy: Past, Present, and FutureN/AWendell PorterUniversity of Florida

full-course6Global Tobacco ControlFall 2005Frances StillmanJohns Hopkins University

full-course12GlobalizationFall 2005Suzanne BergerMIT

full-course1GlobalizationFall 2005Suzanne BergerMIT

full-course1Globalization (Fall 2005)Fall 2005Suzanne BergerMIT

full-course16Globalization and National EconomyFall 2009Doo Bong HanKorea University

full-course45Globalization of MediaN/AJaved JabbarVirtual University of Pakistan

full-course12Globalization, Migration, and International RelationsSpring 2006Nazli ChoucriMIT

full-course1Globalization, Migration, and International Relations (Spring 2006)Spring 2006Nazli ChoucriMIT

full-course1Godzilla and the Bullet Train: Technology and Culture in Modern JapanFall 2005Takashi NishiyamaMassachusetts Institute of Technology

full-course1Government and Politics of ChinaFall 2002Edward SteinfeldMIT

full-course13Government and Politics of ChinaFall 2002Edward SteinfeldMIT

full-course1Government Regulation of IndustrySpring 2003Michael PollittMIT

full-course9GPS: Where Are You?N/AThomas HerringMassachusetts Institute of Technology

full-course1Graduate BiochemistryFall 2001Bob SauerMassachusetts Institute of Technology

full-course10Graduate Seminar in American Politics IISpring 2010Charles Stewart, IIIMIT

full-course1Graduate Seminar in American Politics IISpring 2010Charles Stewart IIIMIT

full-course14Grammar of a Less Familiar LanguageSpring 2003Michael KenstowiczMIT

full-course1Graph Partitioning and ExpandersSpring 2013Luca TrevisanStanford University

full-course1Graph TheoryN/ADr. L. Sunil ChandranIndian Institute of Science Bangalore

full-course1Graph TheoryN/AS.A. ChoudumIndian Institute of Technology Madras

full-course1Gravity and Magnetic MethodsSpring 2009Abdul-Wahab AbokhodairKFUPM Open Courseware

full-course24Great Ideas in Theoretical Computer ScienceSpring 2008Scott AaronsonMassachusetts Institute of Technology

full-course1Great Power Military InterventionSpring 2004Barry PosenMIT

full-course14Great Power Military InterventionSpring 2004Barry PosenMIT

full-course10Greek and Roman MythologyFall 2012Peter StruckUniversity of Pennsylvania

full-course1Ground Improvement TechniquesN/ADr. Nihar Ranjan PatraIndian Institute of Technology Kanpur

full-course1Ground Improvement TechniquesN/ADr. G.L. Sivakumar BabuIndian Institute of Science Bangalore

full-courseGroundwater Flow & Contaminant TransportSpring 2007Mohammad Al-SuwaiyanKFUPM

full-course15Groundwater HydrologyNACharles HarveyMassachusetts Institute of Technology

full-course5Grow to Greatness: Smart Growth for Private Businesses, Part ISpring 2013Edward D. HessUniversity of Virginia

full-course4Grow to Greatness: Smart Growth for Private Businesses, Part IISpring 2013Edward D. HessUniversity of Virginia

full-course7Guessing GameN/ANathan TaylorCodecademy

full-course3Guide to Writing in HistoryFall 2002Mark Damen, Ph.D.Utah State University

full-course2Guided Wave Circuit TheorySpring 2012Tokyo Institute of Technology

full-courseGuitar ChordsN/ABerklee College of Music

full-courseGuitar ScalesN/ABerklee College of Music

full-course12Hands-On Astronomy: Observing Stars and PlanetsN/AJames ElliotMassachusetts Institute of Technology

full-course5Hands-On Introduction to Electrical Engineering Lab SkillsJanuary IAP 2008Gim HomMassachusetts Institute of Technology

full-course4Hangman GameN/ACodecademy

full-course1Harmony and Counterpoint ISpring 2005Brian RobisonMIT

full-course1Harmony and Counterpoint IISpring 2005Brian RobisonMIT

full-course63Harvey Goldberg LecturesN/AHarvey GoldbergUniversity of Wisconsin

full-course13Health Across the Life Span: Frameworks, Context articles, and MeasurementsFall 2006Henry MosleyJohns Hopkins University

full-course16Health Behavior Change at the Individual, Household and Community LevelsFall 2011Peter WinchJohns Hopkins University

full-course9Health EconomicsFall 2009Jae Young LimKorea University

full-course5Health for All Through Primary CareSpring 2013Henry PerryJohns Hopkins University

full-course10Health in Numbers: Quantitative Methods in Clinical & Public Health ResearchFall 2012Earl Francis CookHarvardx

full-course10Health Informatics in the CloudSpring 2013Mark BraunsteinGeorgia Tech

full-course9Health Informatics in the CloudSpring 2013Mark BraunsteinGeorgia Institute of Technology

full-course13Health Information Technology Standards and Systems InteroperabilitySpring 2011Anna OrlovaJohns Hopkins University

full-course15Health Issues for Aging PopulationsFall 2007Lynda BurtonJohns Hopkins University

full-courseHealth Management I Module GuideFall 2011Wendy Venter, Kirstie Rendall-Mkosi, Lucy AlexanderUniversity of the Western Cape

full-course3Health Management II Module GuideFall 2012Wendy Venter, Vincent Shaw, Lucy AlexanderUniversity of the Western Cape

full-course8Health Policy and the Affordable Care ActN/AEzekiel EmanuelUniversity of Pennsylvania

full-course8Health Policy and the Affordable Care ActN/AEzekiel J. EmanuelUniversity of Pennsylvania

full-course45Health PsychologyN/AHumair HashmiVirtual University of Pakistan

full-courseHealth ScienceN/AToshio MoritaniKyoto-u University

full-course6Healthcare Innovation and EntrepreneurshipN/ABob Barnes and Marilyn LombardiDuke University

full-course1Heat and Mass TransferN/APradip DuttaIndian Institute of Science Bangalore

full-courseHeat TransferSpring 2008Mohamed Abdelkarim AntarKFUPM

full-course1Heat TransferN/ADr. Anil VermaIndian Institute of Technology Guwahati

full-course5Hello, New YorkN/ARyan BubinskiCodecademy

full-course25Hemingway, Fitzgerald, FaulknerN/AYale University

full-course6Heterogeneous Parallel ProgrammingFall 2012Wen-mei W. HwuIllinois

full-course1High Performance ComputingN/AMathew JacobIndian Institute of Science Bangalore

full-course25High Speed Communication CircuitsSpring 2005Hae-Seung Lee, Michael PerrottMassachusetts Institute of Technology

full-course26High Speed Communication Circuits and SystemsSpring 2003Michael PerrottMassachusetts Institute of Technology

full-course9High-Tech EntrepreneurshipN/AMiddle east technical University

full-course1Hip HopFall 2007Thomas DeFrantzMassachusetts Institute of Technology

full-course1Hippocrates ChallengeSummer 2013Jill HelmesStanford University

full-course80HistologyN/APaul KwanTufts University

full-course45History & Systems of PsychologyN/AHumair HashmiVirtual University of Pakistan

full-course1History and Anthropology of Medicine and BiologySpring 2009David JonesMassachusetts Institute of Technology

full-course12History and Anthropology of Medicine and BiologySpring 2009David JonesMIT

full-course17History and CivilizationFall 2007Mark DamenUtah State University

full-course1History and Theory of Historic PreservationSpring 2007Max PageMassachusetts Institute of Technology

full-course29History of Ancient RomeFall 2007Elizabeth MazurekUniversity of Notre Dame

full-course12History of Media and TechnologySpring 2005Beth ColemanMIT

full-course12History of Media and Technology: Sound, the Minority Report — Radical Music of the Past 100 YearsSpring 2006Beth ColemanMIT

full-course7History of Public HealthSpring 2005Graham MooneyJohns Hopkins University

full-course1History of ScienceFall 2005David JonesMassachusetts Institute of Technology

full-course2History of Science and Technology and Environmental ProblemsSpring 2012Tokyo Institute of Technology

full-courseHistory of UtahFall 2003John D. BartonUtah State University

full-course1History of UtahFall 2003John D. Barton, M.A.Utah State University

full-course13History of Western Thought, 500-1300Fall 2004Anne McCantsMIT

full-course1Holographic ImagingSpring 2003Michael HalleMIT

full-courseHomological AlgebraSpring 2007Jawad AbuhlailKFUPM Open Courseware

full-course36Honors Differential EquationsSpring 2009Vera Mikyoung HurMassachusetts Institute of Technology

full-course40Honors Differential EquationsSpring 2004Jason StarrMassachusetts Institute of Technology

full-course1Housing and Human ServicesSpring 2005Langley KeyesMassachusetts Institute of Technology

full-course1Housing and Land Use in Rapidly Urbanizing RegionsFall 2011Annette M. KimMassachusetts Institute of Technology

full-courseHow Music WorksN/AAlexander ReedUniversity of Florida

full-courseHow Risky is Breathing? Statistical Methods in Air Pollution Risk EstimationN/AFrancesca DominiciJohns Hopkins University

full-courseHow Things Work 1Spring 2012Louis A. BloomfieldUniversity of Virginia

full-course9How to Build a StartupN/ASteve BlankUdacity

full-course93How to Create Websites Using BloggerN/AAndrew PyleUDemy

full-course11How to Develop Breakthrough Products and ServicesSpring 2004Eric von HippelMIT

full-course1How to Learn (Almost) AnythingSpring 2001Mitchel ResnickMIT

full-course1How to Make (Almost) AnythingFall 2002Isaac ChuangMIT

full-course39How to Stage a RevolutionFall 2007Jeffrey S. RavelMIT

full-course37How To’s for Computer NewbiesN/AUDemy

full-course4HTML + JavaScript + CSSN/ACodecademy

full-course3HTML BasicsN/ALeng LeeCodecademy

full-course7HTML Basics IIN/AAndy Abi HaydarAndy Abi Haydar

full-course3HTML Basics IIIN/ALeng Lee