Institutions: Saving while Expanding

A new initiative within the University of South Carolina (USC) system sheds some light on the challenges faced by higher education institutions today. The problems often include contradictions among priorities, such as meeting demands to cut operational costs, while also providing educational opportunities to additional student populations. Palmetto College, an initiative still in the planning stages, "aims to provide South Carolinians who may not be able to attend classes at one of the university's campuses with access to higher education." The program targets those students who already have two-year degrees, providing them with the option to complete bachelor's degrees through online programs.

In addition to increasing access to education, University of South Carolina President Harris Pastides also anticipates the program will be available at a lower cost than for-profit alternatives. The plan includes tapping existing resources across the system's eight campus locations, eliminating the need for construction of new facilities and hiring new faculty members. Pastides recently asked the State Legislature for $5 million to fund the online Palmetto College, as well as $30 million to fund building renovations and deferred maintenance (estimated at $300 million) on the various campuses.

Faculty: Curriculum and Collaboration

California State University (CSU) Online, an effort led by the university's Technology Steering Committee, has multiple goals that envision increased access to students who want or need higher education opportunities but are not able to attend campus-based courses, along with increased revenues from higher enrollment through expanded offerings. Among the prospective learners are high school students preparing for college, community college students anticipating transfer to four-year programs, military servicemembers, and state prison inmates.

While USC's faculty voices are not yet heard regarding the Palmetto College initiative, instructors are weighing in on plans for CSU Online. There are questions regarding the design, development, and maintenance of the online programs and courses. Academic Senates, composed of faculty members on each campus, are stressing the need for faculty involvement throughout the process. CSU East Bay's faculty senate recently requested that funding for the online initiative be halted until 80% of campus senates are in agreement and approve of the plans to move forward. Establishing and maintaining high quality courses online is a primary concern as the conversations about faculty involvement in planning and decision-making continue.

Students: Access and Convenience

In early 2011, the University of Washington (UW) launched the UW Online Initiative. This project is "a multifaceted effort that expands online access and will double online course enrollments to 24,000 within three years without using state funding." A pilot project of the initiative, conducted with undergraduate students, found that 80% of those surveyed reported that they would recommend the online courses to their peers. Convenience factors, such as flexibility in scheduling around work obligations and reduced time spent commuting to campus, were important to students. Due to restructured tuition and fees, these students benefited from reduced costs. Online delivery also opened up additional "seats" in courses that normally filled quickly, preventing students from having to wait another term to enroll.

The students of UW echoed some of the same concerns and preferences expressed in a larger study of online learners conducted by Noel-Levitz. Their 2011 annual National Online Learners Priorities Report, [PDF] includes a list of online enrollment factors for two groups of students, those enrolled primarily online and those enrolled primarily on campus. Both groups reported "convenience" as the most important motivating factor for taking courses online. Both groups also identified "flexible pacing for completing a program" as the second most motivating factor for online enrollment, while the on campus group reported a tie with "cost" in second place. 

Finding the Way(s) Forward

Online learning initiatives are not the only solution to all of higher education's current problems, however, they can provide options for all involved to explore. As government agencies, colleges and universities, faculty members, and students continue to meet the many challenges they face, their effective use of technology may provide answers and innovative solutions along the way. We all can stand to learn from the lessons and recommendations resulting from these programs.

Embed the image above on your site

<a href="http://www.onlinecollege.org/2012/02/02/new-grads-guide-to-personal-finance/" ><img src="https://s3.amazonaws.com/infographics/Grad%27s+Guide+Personal+Finances.png" alt="New Grad's Guide to Personal Finance" width="500" border="0" /></a><br />Via: <a href="http://www.onlinecollege.org">Online College Advice</a>

Preparing students for online learning is just part of the equation – online instructors require preparation as well. While the learning objectives of an online course may be the same as its campus-based counterpart, the ways in which communication takes place and content is presented can be very different. What kinds of support do online instructors need in order to efficiently and effectively teach their courses? Here's a summary of this week's discussion:

How are the skills and characteristics required of an online instructor similar to/different from those required of a face-to-face instructor?

• Communication – clear, concise communication skills are key to success.
• Presence – being able to bridge the distance and talk/type to students like they are right there with you.
• Willing to learn – interest and initiative in getting prepared for the online environment before the beginning of the term.
• Resourceful  – able to consider the student perspective in a course and help to anticipate and alleviate areas of confusion, such as changes in course platform navigation.

What are the expectations of online instructors – from students, administrators, course designers?

• A social presence within the course – personality, availability, authenticity. Students don't want to feel like they are talking to themselves.
• Timely communication with students, as well as meaningful feedback.
• Include links to helpful resources for students within the course.
• Flexibility in course delivery, i.e., some students may need to work ahead.
• Flexibility in using technology, i.e., able to help troubleshoot problems and find work-arounds for the inevitable technology hiccups.

How can online faculty members be better supported in their work? (So that they can meet these expectations.)

• Time is of the essence for instructors and students all juggling many responsibilities. Provide a central resource or support team for instructors to alert them to new information, changes in course platform, etc.
• Offer in-house faculty development support, help desk access, workshops and tutorials.
• Schools may consider creating, or integrating an existing, certification program for online instructors.
• Instructors can connect with communities of other online instructors, both online and offline, to share experiences, suggest best practices, "or just kvetch."
• Bring students and instructors together to talk about online learning – not to address specific courses necessarily, but to discuss method and encourage contributions from all. This kind of exchange may inform both groups.

What is your advice for an instructor teaching his or her first online course?

• Be yourself. Students can read whether or not you are sincere and genuine. If you don't know something, say so. You are human and students understand this.

Thanks to @perpetualgogy, @ODU_DL, @NoodleEducation, and @pattimarathon for participating in the live event and to @ksetzekorn, @profesortobaker and @Prof_Mulligan for the mentions and RTs! Help us to continue the discussion by adding your thoughts via the comments area on this page.

For more from the most recent live session, take a look at this week's transcript or view the chat feed below. Our past chats can be found on the archives page. 

Follow us @OC_org and plan to attend our next chat! We meet on Wednesdays from 12pm-1pm ET and look forward to hearing your perspective.

This week's read-aheads:

Understanding What's Needed for Online Teaching Success from Faculty Focus

What the Best Online Teachers Should Do from MERLOT's Journal of Online Learning and Teaching 

Online Instructor Performance Best Practices and Expectations from Penn State World Campus

Support for Online Faculty from Campus Technology

This week's chat feed:

Communication

Stay in touch with students, teachers, parents, and more through these cool tools and ideas for using Google+ as a communication hub.

1. Create polls: Choose films for movie night, pick games, and more through the use of polling on Google+.
2. Keep teachers informed: Use Google+ to stay connected with school teachers and make sure that they're always up to date on the latest offerings from the library.
3. Offer a Google+ reference desk: With the Messenger feature, you can answer reference questions and more.
4. Use instant uploading: Keep your school library on the cutting edge of updates by using instant uploads to share photos and videos from your mobile phone.
5. Be responsive: Check out +mentions, messages, and other notifications on Google+ and be sure to interact back whenever possible.
6. Find new people through search: Search is what Google does best, and you can find new people to follow on Google+ by searching for a keyword or location.
7. Get personalized: Create a custom URL to make it easy for students and teachers to get connected with your school library page.
8. Check out suggestions: Be sure to pay attention to the suggestions Google+ offers for you to find interesting people to follow.
9. Organize your PLN: With Google+, you can organize and extend your PLN and expand your staff learning.
10. Share what's going on at school: Share exciting content about your school library with media, events, and more.
11. Have a Page: This one's simple: be sure to set up a Google Plus Page for your school library, to serve as a jumping off point for connections and resources.

Circles

Find great ways to organize your groups and get better connected through Google+ using these ideas for Circles.

1. Connect with authors: Stay in touch with authors and reading resources in your Circles.
2. Make targeted announcements: Share targeted messages within your groups, with different updates for teachers, students, and even parents.
3. Create micro-circles: Don't be afraid to create even tiny circles, which will help you broadcast tailored messages to group project members, volunteers, and other important library groups.
4. Create study groups: Make circles for students to connect with discussions, book readings, exams, and more.
5. Cut down on the noise: Use Circles to carefully compartmentalize the people and pages you want to listen to the most, and check on the right people at the right times.
6. Set up circles for students and others: Google+ offers the option to put your followers into a variety of different categories, so take advantage of it and put students, staff, and teachers in groups of their own.

Hangouts

Check out these tips to find out how you can use Hangouts to host chats, reference desk hours, and more, all through Google+.

1. Use Hangouts for library learning: If you can't get students to come into the library for seminars on using tools and resources, go to where they are and host chats through Google+ Hangouts.
2. Host guest panels: Bring in professors, experts, and other guest speakers through Hangouts that you can share with your school.
3. Join Hangouts: See what Hangouts are happening, and join in on ones that are helpful and relevant to your work as a librarian.
4. Hold "librarian hours": Host times when students can check in with you for help and ask questions, before, during, and after school.
5. Host Q&A sessions: Offer sessions for guidance, Q&A, and resource gathering using Hangouts.
6. Host language learning chats: Put together live chats for students to share with learners and language buddies around the world on Google+.

Integrations

Through these integrations, Google+ plays nice with great tools for learning and librarianship.

1. Google+ Badge: Direct users and students to your page with a badge on your library page.
2. Google Translate: Chat around the world and gather international knowledge for your school by using Google Translate with Google+ Hangout.
3. Google Docs: Create documents in Google Docs, and you can easily share them through Google+. This is great for news, resources, and more.
4. Google Calendar: Share events, important dates, and more by integrating Google Calendar with Google+.

Information Sharing

Google is a hub of information, so it's not hard to imagine that Google+ only builds upon that. Here are a few ideas for sharing information within or beyond your school library with Google+.

1. Share your Reader posts: If you're using Google Reader, share interesting items with your library on Google+.
2. Create public sparks: Sparks allow you to type in keywords and build a stream of information, sharing links and resources with your circle, and creating a great place for students to find information.
3. Share a variety of documents with the school: Share notes from staff meetings, documents, and more within relevant circles.
4. Do lots of listening: Google+ is a great resource to share with students, but it's even better for gathering information and learning as a librarian.
5. Join educational circles: Google+ and social media in general offer an incredible opportunity for connecting with and learning from school librarians and educators around the world, so be sure to seek them out and join circles you can learn from.
6. Archive interactions: Use Google+'s "Data Liberation" feature to download student interactions and assignments, making them available to share with instructors.
7. Every post has a permalink: Click any post's timestamp to get a permalink that can be shared with colleagues who aren't on Google+.
8. Share links: Through Google+, you can share links to e-reserves with the whole school.
9. Save important content: Create a private Circle just for yourself, and share important content with that Circle. No one else has to see it, but your posts will be archived in that stream.
10. Convert your Hangouts to YouTube videos: Turn Hangout interactions into YouTube videos to share great things that were brought up with those who could not attend.

Efficiency

Maximize your time in Google+ by putting these efficiency ideas to work.

1. Start important circles with a period: Circles with a first character of a period will be displayed at the top, followed by those with an asterisk.
2. Cross-post your updates: Even if you're on Google+, chances are you haven't quite abandoned Facebook and Twitter yet. Instead of taking the time to update all three separately, use a tool like Start G+ to cross-post updates all at once.
3. Mute annoying posts: Commenting on posts is a great way to engage, but some threads just get out of control, clogging up your stream. Fortunately, you can mute them temporarily.
4. Use shortcuts: You can post and use Google+ quickly by taking advantage of keyboard shortcuts and hotkeys.
5. Manage your notification settings: Be careful about getting distracted by notifications by changing your settings to tune out what's not important.
6. Tune out the stream: The Google+ stream represents a fire hose of information. Tone it down by checking out updates in Circles instead.
7. Pay attention to your stats: Find out when students are most likely to tune in and take action with stats, and be sure to do most of your activity at that time of day.
8. Collapse comment threads: Power-browse through your stream by shortening the amount of information you read. Simply click on the comment threads you actually want to expand and read.

Privacy

Protect your privacy, and that of the library, school, and students, by using these privacy tips for Google+.

1. Cut your email out: Check out your Google+ settings to edit who is allowed to send you an email from your profile.
2. Remember that public posts are indexed by Google: You should always be careful about what you post online on behalf of the library, but it's especially important to remember that Google+ will index all public posts for the world to see.
3. Control what you share: Carefully share only what you really need to by carefully selecting who sees what you're posting in Google+.
4. It is possible to block users: Although libraries should aim for an inclusive Google+ environment, abusive users can be blocked if necessary.
5. Disable instant upload: Instant Upload is a great feature, but only if you want it. Think about whether or not it works for you and your library.

A departure from the strict policies that have been in place at many schools, BYOD presents both benefits and challenges for all involved in providing access to learning activities and resources for students through a variety of technologies and applications. These initiatives bring a hybrid or blended model to the learning environment in which online and in-person components are more integrated throughout. Hanover Public School District is just one example of the BYOD change in approach and policies driving this practice, with the goal of "increas[ing] the access all students have to the technology they need to succeed."

The Challenge of Doing it Well

As with most educational technology initiatives, BYOD is encountering both successes and challenges as students, teachers, and institutions work through the details of project implementation. One potential benefit to students is choice. Bringing a device with which they can access course materials, communication tools, and external web-based resources, means choosing among many options (e.g., iPad, laptop). A disadvantage is that costs are involved on the student side (and for their parents in K-12 setting) when a device is required but not provided by the school. However, a choice does mean that students can choose from a wide range of pricing options.

For instructors, especially those in face-to-face settings, BYOD means having access to technology in the classroom or wherever they meet with students, without requiring a special visit to the library or media lab. This opens up the possible use of additional digital resources and web-based applications, such as eBooks. This access to broader resources opens up more student-focused strategies through a variety of applications.

Online and in-person elements come together through techniques such as GettingSmart.com's "10 Unique Lesson Ideas for BYOD and BYOT,"  which includes recommendations for polling, flashcards, and podcasts as well as use of QR codes, text messaging, and communication tools. Educator Jackie Gerstein's post, "First Class Ice Breakers Using Mobile Devices" provides additional ideas that are appropriate for all levels of learning, from elementary to graduate students, which address "the importance of being a class focusing on the learners in the room as opposed to the content to be covered" at the start of a new term.

At the institutional level there are also costs involved in providing wireless Internet access throughout school facilities. Providing bandwidth may, or may not be, less expensive than maintaining computer labs. Making this access secure for students and instructors is another challenge that often requires revised policies and guidelines for all users. And while schools may have help desks and tech support available, they are not usually equipped to troubleshoot all types of hardware. This leaves students, and potentially their instructors, on their own to solve any problems they may encounter with their devices.

In order to maximize the possibilities and minimize the distractions in a BYOD learning environment a balance must be struck in which effective strategies for use of a range of devices are identified and disseminated to educators. A recent article in THE Journal entitled "7 Myths about BYOD Debunked" reminds us that success in technology integration initiatives doesn’t just happen. Instructors will need guidance and training to prepare them for the experience of having students with different technologies in their classrooms, as well as support throughout BYOD implementation. 

It appears that many schools are realizing the potential of student-owned technology. Educator and K-12 school administrator Ryan Bretag blogs that "BYOD has done exactly what it was targeted to do: 1) empower students to leverage their devices for learning, and 2) trust students to utilize their devices openly and responsibly instead of punishing them." With a reported 75% of teens having cell phones, and smartphone and tablet ownership on the rise, BYOD will likely become more prevalent.

Implications for Online Learning

Online students have been bringing their own devices to the learning environment for a while now. Without the availability of campus-based computer labs or programs where laptops are provided through an academic program, each learner is responsible for obtaining his or her own device and Internet connection. There have been requirements put in place by most schools that dictate specifics in terms of platforms and operating systems, however, this may be changing as applications such as Blackboard Mobile become increasingly available and allow access to online courses via tablets and smartphones.

Adult online learners may also be involved in BYOD initiatives in the workplace, which are not new, but are gaining popularity. Once prohibited from use in the office, individual ownership of mobile technologies is increasing and employers are encouraging the use of these personal devices for work purposes, often in lieu of providing computers to employees. For this group of online students, BYOD is not news at all, but instead a familiar way to both work and learn.

Image credit: University of Michigan MSIS, Flickr, CC-BY 

Usually a debut post from a new author is a celebratory act. In my case, I've been working my way back to a state of well-being after contracting a head cold. Inspired by my own personal experience with winter wellness, I've decided to share some tips and suggestions for the online learner. While you don't have as much interpersonal classroom contact with your peers, there are still some things that merit consideration.

Did you know that we blink less when we stare at a computer screen? It is true. As we stare off into our monitors, we tend not to blink as often. During the winter, when climates can be a lot dryer, fewer "blinks" can mean dry eyes. If you wear contact lenses, this phenomenon is exacerbated. It is best to give your eyes breaks every now and then so that you can stave off potential headaches or eye strain.

Staying hydrated is a must during dry winter months (unless you live somewhere like the Pacific Northwest and you have the opposite challenge). I tend to drink a lot more water during the week because it is quite dry in New England. The air here is so dry that static charges build up and can be very shocking. A humidifier can help keep the air at a comfortable level which makes you feel better and protects your computer from static charges.

If you do end up catching a cold, the first thing that you should do is to contact your professors and let them know that you may need some extra time to turn in your work. Check with your student services / student affairs contact at your school. They may have a formal process for communicating to all of your teachers that you are out sick. Student affairs professionals can be a terrific lifeline when you are in need of crucial information. Make sure that you develop a relationship with them prior to getting sick or having an emergency. That way, you are known to them and it will be easier to get the assistance that you require.

Cold winter weather can also impact your studies in unforeseen ways. Power outages do take place and it is important to save your work on a regular basis. Using a site like Google Docs as your homework "hub" can be a great way to backup your work to the "cloud." If your power does go out, due to weather, it may be possible to find "juice" and internet access at a local business. Commercial power grids are sometimes more stable than residential ones. Head to your local coffee shop for a warm beverage, electricity and access to the web. It is also nice to change your work location from time-to-time. A coffee shop gets you out of the house and around other people. Sometimes, it is nice to work in that environment.

Winter wellness is a lot like wellness during any other season, however, note that cold, dry air can sometimes change things up a bit. Take care of yourself, notify your instructors if you catch a cold, drink lots of fluids, and remember to rest your eyes. I hope you are having a terrific Winter in 2012!

[image credit]

Embed the image above on your site

<a href="http://www.onlinecollege.org/2012/01/30/how-sleep-deprivation-impacts-your-brain-and-body/" ><img src="https://s3.amazonaws.com/infographics/Sleep-Deprivation.png" alt="How Sleep Deprivation Impacts Your Brain and Body" width="500" border="0" /></a><br />Via: <a href="http://www.onlinecollege.org">Online College Advice</a>

Embed the image above on your site

<a href="http://www.onlinecollege.org/2012/01/30/the-learning-power-of-lego/" ><img src="https://s3.amazonaws.com/infographics/Lego-Education.png" alt="The Learning Power of LEGO" width="500" border="0" /></a><br />Via: <a href="http://www.onlinecollege.org">Online College Advice</a>

1. Romanian

   Strangely enough, the Foreign Service Institute does not rank German as one of the easiest second languages for native English speakers. Romanian, a Latin Romance derivative with heavy Slavic overtones, is labeled as one of the simplest. It preserves many of the same grammatical elements of its forebear because of its comparatively isolated evolution. FSI places Romanian in Category I, meaning it should take 23 to 24 weeks – or 575 to 600 hours – to attain proficiency.

2. French

   Like Romanian – not to mention every other language listed here – FSI considers French a Category I pursuit. Hailing from the Romance family, it loaned so many vocabulary words to English that native speakers probably won't struggle as much as they would with something far less linguistically prominent. The French government itself regulates the language, so the grammar and spelling rules are far more rigid than most others. Actually, they haven't strayed too far from the original Latin, so anyone with a familiarity with the dead tongue probably won't struggle too much with their lessons.

3. Spanish

   With Spanish becoming more and more ingrained into everyday American life, United States citizens are lucky it's labeled as one of the easiest for English speakers to pick up. FSI places it in Category I because of its straightforward sounds and grammar system. Seeing as how this Romance language contributed so many everyday words to the seemingly ubiquitous Germanic offshoot, classes will likely prove relatively painless. Do keep in mind that Latin American and European Spanish do sport some differences, so make sure to find lessons fitting proper regional or business needs.

4. Italian

   Italian, French, Romanian, and Spanish aren't the same thing, of course, but knowing one means nominally comprehending the basics of the other. A not-insignificant chunk of English vocabulary comes directly from Italian's Latin Romance roots, making it an easy enough start for anyone looking to pick up a second language. It's especially breezy for native English speakers who already hold a proficiency in others from the same family. Funny enough, despite its famous relationship with Catalan, Italian is actually 89% lexicographically similar to French, as opposed to 87% to the Spanish dialect.

5. Dutch

   Seeing as how Dutch comes from a West Germanic lineage, it makes perfect sense that native English speakers would take to the language pretty swiftly. In fact, over time it has started absorbing more and more vocabulary words from English, so the two already resemble one another somewhat. According to FSI, some of the inflections are identical as well, though Dutch still holds more in common with its ancestor than its cousin. Afrikaans, a Dutch offshoot spoken in South Africa, is also considered a Category I language.

6. Norwegian

   As with Swedish, this Scandinavian tongue started out as a Germanic-Norse hybridization before gradually morphing into its own – so of course it's considered an ideal second language for native English speakers. Many of its words are actually borrowed from English, though the grammar structure hews more closely to German and Old Norse. Newcomers might face difficulty with the fact that, unlike French (from which it also borrows) and other similar languages, Norwegian isn't nearly as standardized.

7. Swedish

   Another blend of Germanic and Norse, Swedish holds more in common with Dutch and Norwegian than English, but that doesn't compromise its Category I status with the FSI. Because of its complex vocabulary and grammatical structure, those for whom English is the primary language might stumble a bit at first. Though, like its linguistic neighbors, many English words have wormed their way into the Swedish lexicon.

8. Portuguese

   Portuguese as spoken in Portugal and Portuguese as spoken in Brazil do depart from one another, so figure out which classes focus on which dialect before forming any commitments. Being a Romance language means inevitable overlaps with French, Spanish, Italian, and Romanian, though it involves more vowel sounds than all of these. As of late, Portuguese has absorbed a goodly amount of English words, though it does also borrow liberally from other Romance tongues.

The ability to code - create, test, and evaluate the software applications and systems that make computers work - is emerging a success factor in many fields. Gone are the days when you would need to seek out opportunities to learn about programming through computer science courses and majors. Coding is just one component of digital literacy. Similar to the leadership example I presented above, coding and digital literacy transcend specific positions and industries as our lives, learning, and work increasingly involve technology and the Internet.

Programming involves several of the qualities employers are looking for – such as decision-making and problem solving – as recently reported by the National Association of Colleges and Employers. Douglas Rushkoff, author of Program or Be Programmed, suggests that each of us acquire some degree of skill with coding not only as a career move, but also to better "understand how the world works, and become a participating member in the digital society unfolding before us." 

Learning to Code

Learning to code can take place in multiple ways and with a variety of resources ranging from enrolling in a formal academic course, to completing an online tutorial, to reading and experimenting on your own. Learning a computer programming language isn’t a small task. If you are interested in developing these types of skills, consider both where you are and where you want to go. There are options to take someone with basic or intermediate abilities to mastery level skills, and to take the complete novice to more basic skills and understanding.

Academic Options and Requirements

You used to select a major that related to programming, such as computer science, if learning to code was your goal. But today students in all majors are learning to code through changes and initiatives happening within their schools and programs. Your degree plan may even require completion of a computer-related course. As an undergraduate liberal arts student I fulfilled a similar requirement by taking an introductory course in Pascal. I haven’t used Pascal since, but I do remember the challenges of getting the programs to work and the iterations of trial and error that were involved. The result – a new found interest in computer technology and some lessons learned in testing and evaluation that I have used throughout my career.

General education requirements for undergraduate college students, such as those at the University of California, Santa Barbara, often include computer science options to fulfill courses in the areas of science, mathematics, and technology. These requirements apply to all majors encouraging a well-rounded approach to higher education as a foundation before moving into courses related to your major.

If you are interested in taking a course as an elective, you can also look for programming courses geared specifically for "non majors". The University of Minnesota's computer science and engineering department provides a list of courses and advice to students from other departments who are interested in learning more about programming.

DIY Learning

Several new online learning options provide access to instructional materials and practical exercises that help you build coding knowledge and skill on your own. You can decide how far you want to go and which of the many existing programming languages and platforms you want to explore. Online courses and tutorials like those from Code Year, a project from tech start-up Codecademy, provide free access to interactive learning materials and practice activities. This project includes weekly lessons that will take place throughout 2012 and currently has over 370,000 subscribers.

Open courses are another resource for programming information. MIT's OpenCourseware project offers access to course materials (i.e. lectures, notes, assignments) to several introductory courses in computer science. The OER Commons provides a searchable directory of these courses and those from other instructors and schools that are related to computer programming. If you already have some coding experience and want to advance into more in-depth topics and exercises, look for resources that will help you build on your foundation. The Coderholic Blog provides a list of "25 Free Computer Science Books" to get you started. 

Documenting Your Skills

Learning to code is not only a practical skill, but also a marketable one. How can you present these skills as part of your overall qualifications in the job search? Both your resume and your portfolio can be enhanced by including examples of your skills to present to employers. Find opportunities to illustrate your critical thinking and problem solving skills through demonstration of your coding knowledge. If you are part of an online community of programmers (e.g., CodeChef, Scratch, WordPress) include information about how you contribute to the group by helping to answer questions and providing feedback to peers.  

Zack Sims, co-founder of Codeacademy states that "coding's important to everyone – it's the literacy of the twenty-first century." While it may not be an essential skill for the career you are currently planning, it may enhance your work and attract the attention of a future employer.