按: 本文詳盡地介紹了慕課(大規(guī)模網(wǎng)絡公開課)目前的發(fā)展態(tài)勢，運用很多實例來勾勒一場如火如荼開展的全球性在線學習革命,。盡管如文中所說,，在線教育存在認證方面這樣或那樣的問題，但其燎原之勢已經勢不可擋,，自工業(yè)革命以來形成的老套的教育模式必將受到挑戰(zhàn),，未來必定是全球化在線教育的時代。在此推薦文中提到的Udacity(已經引進中國,，名為“優(yōu)達學城”),，除了收費的納米學位以外，還提供很多免費,、高質量的系列課程,。在上課時一不小心就會有Google的CEO冒出來跟你嘮兩句嗑，那感覺還是棒棒噠,。課程不僅講解精彩,，切割得容易消化，更重要的是每個課程片段之后都提供練習,，能夠馬上檢驗學習效果,，獲得即時反饋，這一點對任何類型的學習來說都是至關重要的,。國內的慕課推薦清華大學的“學堂在線”,，除了課程種類豐富外，也提供證書,，希望它能夠不斷向國外先進的慕課學習,，提供更好的學習體驗。

機器人已經開始搶飯碗了,，你還不爬起來學習,？

The return of the MOOC

Established education providers v new contenders

Alternative providers of education must solve the problems of cost and credentials

Jan 14th 2017

1) THE HYPE OVER MOOCs peaked in 2012. Salman Khan, an investment analyst who had begun teaching bite-sized lessons to his cousin in New Orleans over the internet and turned that activity into a wildly popular educational resource called the Khan Academy, was splashed on the cover of Forbes. Sebastian Thrun, the founder of another MOOC called Udacity, predicted in an interview in Wired magazine that within 50 years the number of universities would collapse to just ten worldwide. The New York Times declared it the year of the MOOC.

1）對于慕課(MOOCs)的炒作在2012年達到頂峰,。Salman Khan,，一個投資分析師，開始通過互聯(lián)網(wǎng)給他在新奧爾良的表弟教授小課,，并將該行動變成一個名為“可汗學院”的廣受歡迎的教育資源網(wǎng)站,，他本人也榮登福布斯的封面,。 Sebastian Thrun是另一個名為Udacity的MOOC的創(chuàng)始人,，他在“有線”雜志的一次采訪中預測,，在50年內在全球范圍內大學數(shù)量將縮減至僅為10個。紐約時報宣布2012是MOOC的一年,。

2) The sheer numbers of people flocking to some of the initial courses seemed to suggest that an entirely new model of open-access, free university education was within reach. Now MOOC sceptics are more numerous than believers. Although lots of people still sign up, drop-out rates are sky-high.

2）對最初的課程趨之若鶩的大量人數(shù)似乎暗示，一個開放的,、免費的大學教育新模式是可以實現(xiàn)的,。而現(xiàn)在,，MOOC的懷疑者比信奉者更多,。雖然仍然有很多人注冊,，輟學率卻高上了天,。

3) Nonetheless, the MOOCs are on to something. Education, like health care, is a complex and fragmented industry, which makes it hard to gain scale. Despite those drop-out rates, the MOOCs have shown it can be done quickly and comparatively cheaply. The Khan Academy has 14m-15m users who conduct at least one learning activity with it each month; Coursera has 22m registered learners. Those numbers are only going to grow. FutureLearn, a MOOC owned by Britain’s Open University, has big plans. Oxford University announced in November that it would be producing its first MOOC on the edX platform.

3）盡管如此,，MOOCs仍在繼續(xù),。教育，如健康產業(yè)一樣,，是一個復雜和零碎的行業(yè),，這使得它難以規(guī)?；?。盡管輟學率較高，MOOCs已經表明它可以做到快速和相對便宜,?？珊箤W院擁有1400萬至1500萬用戶，他們每個月至少進行一次學習活動; Coursera有22萬注冊學習者,。這些數(shù)字只會持續(xù)增長,。 FutureLearn，一個由英國開放大學擁有的MOOC,，有很宏大的計劃,。牛津大學11月宣布將在edX平臺上打造其第一個MOOC,。

4) In their search for a business model, some platforms are now focusing much more squarely on employment (though others, like the Khan Academy, are not for profit). Udacity has launched a series of nanodegrees in tech-focused courses that range from the basic to the cutting-edge. It has done so, moreover, in partnership with employers. A course on Android was developed with Google; a nanodegree in self-driving cars uses instructors from Mercedes-Benz, Nvidia and others. Students pay $199-299 a month for as long as it takes them to finish the course (typically six to nine months) and get a 50% rebate if they complete it within a year. Udacity also offers a souped-up version of its nanodegree for an extra $100 a month, along with a money-back guarantee if graduates do not find a job within six months.

4）在尋找商業(yè)模式時,，一些平臺現(xiàn)在更直接關注就業(yè)（盡管其他平臺,，如可汗學院,，不是為了賺錢）,。 Udacity已經推出了一系列以技術為重點的課程,，從基礎到前沿都有。此外,，它還與雇主合作,。 關于Android的一門課程是由Google開發(fā)的；自動駕駛汽車的“納米學位”邀請了來自梅賽德斯 - 奔馳的Nvidia和其他人作為講師,。學生完成課程期間（通常為6至9個月）每月支付199-299美元,，如果他們在一年內完成就可以得到50％的返還款。 Udacity還提供了一個每月需額外支付100美元的加強版的納米學位,，以及如果畢業(yè)生在六個月內找不到工作的退款保證,。

5) Coursera’s content comes largely from universities, not specialist instructors; its range is much broader; and it is offering full degrees (one in computer science, the other an MBA) as well as shorter courses. But it, too, has shifted its emphasis to employability. Its boss, Rick Levin, a former president of Yale University, cites research showing that half of its learners took courses in order to advance their careers. Although its materials are available without charge, learners pay for assessment and accreditation at the end of the course ($300-400 for a four-course sequence that Coursera calls a “specialisation”). It has found that when money is changing hands, completion rates rise from 10% to 60% . It is increasingly working with companies, too. Firms can now integrate Coursera into their own learning portals, track employees’ participation and provide their desired menu of courses.

5）Coursera的內容主要來自大學，而不是專門的講師,；其范圍更廣,，并提供完整的學位（一個是計算機科學，另一個是MBA）以及短期課程,。但它也把重點轉向提升就業(yè)能力,。它的老板，耶魯大學前校長里克萊文,，引用研究表示,，一半的學生學習課程的目的是在事業(yè)上有所提升。雖然其材料是免費提供的,，但學習者可以在課程結束時支付評估和認證的費用（$ 300-400用于Coursera稱為“課程專項”的四門課程系列）,。它發(fā)現(xiàn)，當學員付費時,，完成率從10％上升到60％,。它也越來越與公司合作。公司現(xiàn)在可以將Coursera集成到自己的學習門戶中,，跟蹤員工的參與程度,，并提供給他們想要的課程清單,。

6) These are still early days. Coursera does not give out figures on its paying learners; Udacity says it has 13,000 people doing its nanodegrees. Whatever the arithmetic, the reinvented MOOCs matter because they are solving two problems they share with every provider of later-life education.

6）這些還是早期階段,。 Coursera沒有給出付費學習者的數(shù)字,； Udacity說，有13000人正在學習它的納米學位,。無論數(shù)字如何，被重新發(fā)明的MOOCs都是重要的,，因為它們正在解決每個“人生后期教育”提供者共有的兩個問題。

7) The first of these is the cost of learning, not just in money but also in time. Formal education rests on the idea of qualifications that take a set period to complete. In America the entrenched notion of “seat time”, the amount of time that students spend with school teachers or university professors, dates back to Andrew Carnegie. It was originally intended as an eligibility requirement for teachers to draw a pension from the industrialist’s nascent pension scheme for college faculty. Students in their early 20s can more easily afford a lengthy time commitment because they are less likely to have other responsibilities. Although millions of people do manage part-time or distance learning in later life—one-third of all working students currently enrolled in America are 30-54 years old, according to the Georgetown University Centre on Education and the Workforce—balancing learning, working and family life can cause enormous pressures.

7）第一個是學習的成本，不僅是在金錢方面,，而且是時間方面的成本。正規(guī)教育是基于資格認證的想法,，要獲得此資格需要一段時間才能完成的,。在美國,，“座位時間”這一根深蒂固的概念，即學生與學校教師或大學教授一起度過的時間,，可追溯到安德魯·卡內基(美國鋼鐵大亨,、慈善家)。它最初的目的是為教師們從這位實業(yè)家為大學教員初創(chuàng)的退休金計劃中提取退休金提供資格要求,。20歲出頭的學生可以更容易地做出長時間學習的承諾,，因為他們不太可能有其他責任。根據(jù)喬治城大學教育和勞動力平衡學習中心的統(tǒng)計,，盡管數(shù)百萬人在以后的生活中從事兼職或遠程學習——目前在美國入學的所有在職學生中有三分之一是30-54歲——平衡學習,、工作和家庭生活還是會造成巨大的壓力。

8) Moreover, the world of work increasingly demands a quick response from the education system to provide people with the desired qualifications. To take one example from Burning Glass, in 2014 just under 50,000 American job-vacancy ads asked for a CISSP cyber-security certificate. Since only 65,000 people in America hold such a certificate and it takes five years of experience to earn one, that requirement will be hard to meet. Less demanding professions also put up huge barriers to entry. If you want to become a licensed cosmetologist in New Hampshire, you will need to have racked up 1,500 hours of training.In response, the MOOCs have tried to make their content as digestible and flexible as possible. Degrees are broken into modules; modules into courses; courses into short segments. The MOOCs test for optimal length to ensure people complete the course; six minutes is thought to be the sweet spot for online video and four weeks for a course.

8）此外,，職場越來越要求教育系統(tǒng)快速反應,，為人們提供所需的資格。以Burning Glass為例,，僅在2014年就有不到5萬美國職位空缺的廣告要求提供CISSP網(wǎng)絡安全證書,。由于美國只有6.5萬人持有這樣的證書，并且需要五年的經驗才能獲得一個這樣的證書,，這個要求很難滿足,。要求不高的專業(yè)也同樣建立起了巨大的進入壁壘。如果你想成為新罕布什爾州的授權美容師,，你將需要積累1500小時的培訓時間,。作為回應，MOOCs盡力使他們的內容盡可能好消化和靈活化,。學位分為模塊,，模塊分成課程，課程再分為短的片段,。 MOOCs測試出最佳課程長度以確保人們完成課程,；六分鐘被認為是在線視頻最舒服的時長，而整個課程最好在四個星期內完成,。

9) Scott DeRue, the dean of the Ross School of Business at the University of Michigan, says the unbundling of educational content into smaller components reminds him of another industry: music. Songs used to be bundled into albums before being disaggregated by iTunes and streaming services such as Spotify. In Mr DeRue’s analogy, the degree is the album, the course content that is freely available on MOOCs is the free streaming radio service, and a “microcredential” like the nanodegree or the specialisation is paid-for iTunes.

9）密歇根大學羅斯商學院院長斯科特·德羅（Scott DeRue）說,，將教育內容拆分為更小的組成部分，使他想起了另一個行業(yè)：音樂,。在通過iTunes和流媒體服務（如Spotify）分解之前,，歌曲曾經被捆綁成專輯。在DeRue先生的類比中,，學位是專輯,，MOOCs免費提供的課程內容是免費流媒體廣播服務，而像“納米學位”或“課程專項”這樣的微證書就是付費的iTunes。

10) How should universities respond to that kind of disruption? For his answer, Mr DeRue again draws on the lessons of the music industry. Faced with the disruption caused by the internet, it turned to live concerts, which provided a premium experience that cannot be replicated online. The on-campus degree also needs to mark itself out as a premium experience, he says.

10）大學應該如何應對這種沖擊,？DeRue先生再次援引了音樂產業(yè)的教訓作為回答,。面對互聯(lián)網(wǎng)造成的沖擊，音樂產業(yè)轉向了現(xiàn)場音樂會,，提供了一個無法被在線復制的高級體驗,。他說，校園學位還需要將自己標榜為高級體驗,。

11) Another answer is for universities to make their own products more accessible by doing more teaching online. This is beginning to happen. When Georgia Tech decided to offer an online version of its masters in computer science at low cost, many were shocked: it seemed to risk cannibalising its campus degree. But according to Joshua Goodman of Harvard University, who has studied the programme, the decision was proved right. The campus degree continued to recruit students in their early 20s whereas the online degree attracted people with a median age of 34 who did not want to leave their jobs. Mr Goodman reckons this one programme could boost the numbers of computer-science masters produced in America each year by 7-8%. Chip Paucek, the boss of 2U, a firm that creates online degree programmes for conventional universities, reports that additional marketing efforts to lure online students also boost on-campus enrolments.

11）另一個答案是大學通過進行更多的在線教學使自己的課程產品更容易獲得,。這一切正在開始發(fā)生。當喬治亞理工大學決定以低成本提供計算機科學碩士的在線版本時,，許多人感到震驚：此舉似乎有蠶食其校園學位的風險,。但是，哈佛大學的約書亞·古德曼說,，他已經研究了這個計劃,，這個決定被證明是正確的。校園學位繼續(xù)招收20歲出頭的學生,，而在線學位吸引了平均年齡為34的人,，他們不想離開他們的工作。古德曼先生認為,，這一計劃可以使美國每年誕生的計算機科學碩士數(shù)量增加7-8％,。 Chip Paucek,，一家為傳統(tǒng)大學創(chuàng)造在線學位課程的公司2U的老板,，宣稱為吸引在線學生而做的額外市場推廣努力也提高了校園招生量。

Educational Lego

12) Universities can become more modular, too. EdX has a micromasters in supply-chain management that can either be taken on its own or count towards a full masters at MIT. The University of Wisconsin-Extension has set up a site called the University Learning Store, which offers slivers of online content on practical subjects such as project management and business writing. Enthusiasts talk of a world of “stackable credentials” in which qualifications can be fitted together like bits of Lego.

12）大學也可以變得更加模塊化,。 EdX對供應鏈管理學提供一個微碩士學位,，可以獨立獲得，或者計入一個完整的MIT碩士學位中,。威斯康星大學 成人教育學院設立了一個名為“大學學習商店”的網(wǎng)站,，提供關于實踐課題的成小塊的在線內容，如項目管理和商業(yè)寫作,。樂觀者提出一個“可疊加文憑”的世界,，其中文憑可以像樂高一樣裝配在一起。

count towards: If something counts towards or counts toward an achievement or right, it is included as one of the things that give you the right to it.

e.g. In many courses, work from the second year onwards can count towards the final degree.

13) Just how far and fast universities will go in this direction is unclear, however. Degrees are still highly regarded, and increased emphasis on critical thinking and social skills raises their value in many ways. “The model of campuses, tenured faculty and so on does not work that well for short courses,” adds Jake Schwartz, General Assembly’s boss. “The economics of covering fixed costs forces them to go longer.”

13）然而,，大學在這個方向上會走多遠和多快還不清楚,。學位仍然受到高度重視，對于批判性思維和社會技能越來越多的重視在許多方面提高了學位的價值,?！按髮W校園、終身教師等模式對短期課程來說效果不好,，”GA的老板杰克·施瓦茨（Jake Schwartz）補充說： “覆蓋固定成本的經濟模式迫使這些課程變得更長,?！?/p>

14) Academic institutions also struggle to deliver really fast-moving content. Pluralsight uses a model similar to that of book publishing by employing a network of 1,000 experts to produce and refresh its library of videos on IT and creative skills. These experts get royalties based on how often their content is viewed; its highest earner pulled in $2m last year, according to Aaron Skonnard, the firm’s boss. Such rewards provide an incentive for authors to keep updating their content. University faculty have other priorities.

14）學術機構也努力提供真正快速發(fā)展的內容。 Pluralsight使用一個類似于圖書出版的模式,，使用一個由1000名專家組成的網(wǎng)絡來生產和更新其關于IT和創(chuàng)造性技能的視頻庫,。這些專家根據(jù)其內容的觀看頻率獲得版權費；其最高收入者去年賺了200萬美元,，根據(jù)公司的老板亞倫Skonnard所說,。這種獎勵為作者持續(xù)更新其內容提供了激勵。大學教師有其他的優(yōu)先權,。

15) Beside costs, the second problem for MOOCs to solve is credentials. Close colleagues know each other’s abilities, but modern labour markets do not work on the basis of such relationships. They need widely understood signals of experience and expertise, like a university degree or a baccalaureate, however imperfect they may be. In their own fields, vocational qualifications do the same job. The MOOCs’ answer is to offer microcredentials like nanodegrees and specialisations.

15）除了成本,，第二個MOOCs需要解決的問題是證書。關系密切的同事相互了解彼此的能力,，但現(xiàn)代勞動力市場的運作不能基于這種關系,。他們需要能夠被大家都理解的標志來表明經驗和專業(yè)知識，如大學學位或學士學位,，盡管他們可能是不完美的,。在自己的領域，職業(yè)資格也起到同樣的效果,。 MOOCs的答案是提供微證書,，如納米學位和課程專項。

16) But employers still need to be confident that the skills these credentials vouchsafe are for real. LinkedIn’s “endorsements” feature, for example, was routinely used by members to hand out compliments to people they did not know for skills they did not possess, in the hope of a reciprocal recommendation. In 2016 the firm tightened things up, but getting the balance right is hard. Credentials require just the right amount of friction: enough to be trusted, not so much as to block career transitions.

16）但雇主仍然需要相信這些證書保證的技能是真實的,。例如,，LinkedIn的“推薦”功能常常被成員用于向他們不認識的、具備他們所沒有的技能的人們提供贊美,，以期互相推薦,。在2016年，公司對這一功能的控制變得嚴格,，但是要取得平衡是很困難的,。證書需要恰到好處的摩擦力：既足以被信任，又不能阻擋職業(yè)轉型,。

17) Universities have no trouble winning trust: many of them can call on centuries of experience and name recognition. Coursera relies on universities and business schools for most of its content; their names sit proudly on the certificates that the firm issues. Some employers, too, may have enough kudos to play a role in authenticating credentials. The involvement of Google in the Android nanodegree has helped persuade Flipkart, an Indian e-commerce platform, to hire Udacity graduates sight unseen.

17）大學在贏得信任方面就沒有問題：許多大學可以依賴于幾個世紀的經驗和名譽認可,。 Coursera的大部分內容依賴于大學和商學院；他們的名字自豪地出現(xiàn)在該公司頒發(fā)的證書上,。還有一些雇主有足夠的信譽在認證證書的有效性上起到作用,。 Google參與的Android納米學位幫助說服了Flipkart，一個印度電子商務平臺,，可以不經檢查地雇用Udacity畢業(yè)生,。

call on: to make a demand on ; depend on

e.g. universities are called upon to produce trained professionals.

kudos : the state of being admired and respected for being important or for doing something important

e.g. He acquired kudos just by appearing on television.

sight unseen: without inspection or appraisal

18) Wherever the content comes from, students’ work usually needs to be validated properly for a credential to be trusted. When student numbers are limited, the marking can be done by the teacher. But in the world of MOOCs those numbers can spiral, making it impractical for the instructors to do all the assessments. Automation can help, but does not work for complex assignments and subjects. Udacity gets its students to submit their coding projects via GitHub, a hosting site, to a network of machine-learning graduates who give feedback within hours.

18）無論內容來自何處，學生的工作通常需要被正確地驗證，以使證書可信,。當學生數(shù)量有限時,，打分可以由教師完成。但在MOOCs的世界里,，這些數(shù)字可能是連續(xù)增長的,，使講師們做所有的評估是不切實際的。自動化可以有所幫助,，但不適用于復雜的作業(yè)和學科,。 Udacity讓學生通過GitHub（一個托管網(wǎng)站）向機器學習畢業(yè)生們提交他們的編碼項目，他們可以在數(shù)小時內提供反饋,。

19) Even if these problems can be overcome, however, there is something faintly regressive about the world of microcredentials. Like a university degree, it still involves a stamp of approval from a recognised provider after a proprietary process. Yet lots of learning happens in informal and experiential settings, and lots of workplace skills cannot be acquired in a course.

19）然而,，即使這些問題可以克服，微證書領域也有一些微弱的退化,。像大學學位一樣,，它仍然涉及到在一個專有的過程之后從公認的課程提供者那里獲得認可。然而,，大量的學習發(fā)生在非正式和基于經驗的環(huán)境中,，并且大量的工作場所技能并不能在課程中獲得。

Gold stars for good behaviour

20) One way of dealing with that is to divide the currency of knowledge into smaller denominations by issuing “digital badges” to recognise less formal achievements. RMIT University, Australia’s largest tertiary-education institution, is working with Credly, a credentialling platform, to issue badges for the skills that are not tested in exams but that firms nevertheless value. Belinda Tynan, RMIT’s vice-president, cites a project carried out by engineering students to build an electric car, enter it into races and win sponsors as an example.

20) 一種解決方式是通過發(fā)布“數(shù)字徽章”來認可不太正式的成就,，將知識的貨幣分成更小的面額,。 RMIT大學是澳大利亞最大的高等教育機構，正在與Credly（一個資格認證平臺）合作,，發(fā)布沒有在考試中測試,、但是公司仍然重視的技能的徽章。 RMIT副總裁Belinda Tynan介紹了一個由工程學生進行的項目,，用以建造一輛電動汽車,，進入比賽并贏得贊助作為例子,。

21) The trouble with digital badges is that they tend to proliferate. Illinois State University alone created 110 badges when it launched a programme with Credly in 2016. Add in MOOC certificates, LinkedIn Learning courses, competency-based education, General Assembly and the like, and the idea of creating new currencies of knowledge starts to look more like a recipe for hyperinflation.

21）數(shù)字徽章的問題是它們趨向于不斷激增,。當伊利諾伊州立大學在2016年與Credly一起推出一個計劃時，創(chuàng)造了110個徽章,。MOOC證書的增加,，LinkedIn學習課程，基于能力的教育和GA等類似組織,，,、以及創(chuàng)造新的知識貨幣的想法開始看起來更像一個惡性通貨膨脹的方式。

22) David Blake, the founder of Degreed, a startup, aspires to resolve that problem by acting as the central bank of credentials. He wants to issue a standardised assessment of skill levels, irrespective of how people got there. The plan is to create a network of subject-matter experts to assess employees’ skills (copy-editing, say, or credit analysis), and a standardised grading language that means the same thing to everyone, everywhere.

22）一家初創(chuàng)公司Degreed的創(chuàng)始人戴維·布萊克（David Blake）渴望通過擔任證書中央銀行的角色來解決這個問題,。他想要對技能水平進行標準化的評估,，而不管人們通過何種方式達到此水平的。該計劃想要創(chuàng)建一個學科專家網(wǎng)絡，以評估員工的技能（比如說編輯校對,，或信用分析）,，以及對任何人、在任何地方都同樣有意義的標準化的分級語言,。

23) Pluralsight is heading in a similar direction in its field. A diagnostic tool uses a technique called item response theory to work out users’ skill levels in areas such as coding, giving them a rating. The system helps determine what individuals should learn next, but also gives companies a standardised way to evaluate people’s skills.

23）Pluralsight(一家在線教育公司)正朝著相似的方向前進,。它開發(fā)的診斷工具使用一種稱為項目反應理論的技術來計算用戶在編碼等領域的技能水平，給予他們評分,。該系統(tǒng)有助于確定人們下一步應該學習什么,，也給公司提供一個標準化的方法來評估人們的技能。

24) A system of standardised skills measures has its own problems, however. Using experts to grade ability raises recursive questions about the credentials of those experts. And it is hard for item response theory to assess subjective skills, such as an ability to construct an argument. Specific, measurable skills in areas such as IT are more amenable to this approach.

24）然而,，一套標準化技能衡量系統(tǒng)有其自身的問題,。使用專家來評估能力引發(fā)了對于這些專家的資格認證的無限循環(huán)的問題。并且項目反應理論難以評估主觀技能,，例如構建論證的能力,。確切地說，在諸如IT等領域可衡量的技能更適合這種方法,。

25) So amenable, indeed, that they can be tested directly. As an adolescent in Armenia, Tigran Sloyan used to compete in mathematical Olympiads. That experience helped him win a place at MIT and also inspired him to found a startup called CodeFights in San Francisco. The site offers free gamified challenges to 500,000 users as a way of helping programmers learn. When they know enough, they are funnelled towards employers, which pay the firm 15% of a successful candidate’s starting salary. Sqore, a startup in Stockholm, also uses competitions to screen job applicants on behalf of its clients.

25）事實上,，這些技能如此適合這種方法以至于它們可以直接被測試。作為亞美尼亞的一個青少年,，Tigran Sloyan曾經參加奧數(shù)比賽,。這次經歷幫助他贏得了麻省理工學院的入學資格，并啟發(fā)他在舊金山成立了一家名為CodeFights的創(chuàng)業(yè)公司,。該網(wǎng)站向50萬用戶提供免費的游戲化的挑戰(zhàn),，幫助程序員學習。當他們學到足夠多的時候,，他們會被推薦給雇主,，雇主支付該公司15％的成功應聘者的起薪。 Sqore,，一個在斯德哥爾摩的創(chuàng)業(yè)公司,，也使用競賽代表其客戶篩選求職者。

26) However it is done, the credentialling problem has to be solved. People are much more likely to invest in training if it confers a qualification that others will recognise. But they also need to know which skills are useful in the first place.

26）無論怎么做,，必須解決認證問題,。如果培訓能授予別人都認可的資格，人們才更有可能投資于它,。但他們首先也需要知道哪些技能是有用的,。

This article appeared in the Special report section of the print edition under the headline “The return of the MOOC”

原文出處：經濟學人雜志

譯者：安東Anton

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