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Common Questions About Learning Systems Explained

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Common Questions About Learning Systems Explained

I never thought about it before. I see it all the time—and I suspect you do, too.

You take it for granted. Why would a restaurant, or at a “Farmers Market, ” or even a franchise misstate, okay, lie, about it?

Farm to Table.

I admit, upon reading the first article, I read the others.

Yes, it was from Tampa, and yes, it is from 2016; however, there is no doubt, at least in my mind, that it exists in your location or any place you visit that mentions “farm to table.”  

Or, in the case of the “farmers market” from my farm (not mine, as I do not have one), it isn’t always the case.

The question then is, what will you or I do about it?

Will we ask to speak to the head of the restaurant, or in many cases, it is the manager who is there, to find out? I doubt the server will know.

Will we think about it? Will we forget until after we get home and then say, “Hmm, I should have asked..”

I bring all of this up because we often have questions when looking at buying any learning technology (Learning Systems, AI tools, e-learning tools, VR/AR, content creators, etc.) and even 3rd party content, whether you are hiring someone to build it for you, or you are purchasing it.

The Common with Learning Systems (LMS, Learning Platform, Talent Development, Combos)

It is very common for people looking to buy any learning technology (I now place learning systems under this overall umbrella term) or content to ask the typical questions that many people ask.

Many go so vague or ambiguous that every system has it, but the prospect isn’t aware, so they push out the common and then expect people to retort as though it is uncommon.

The List of Common Questions – If you are asking these, I can tell you every system offers it

Can accept videos – i.e., upload them to be used in their system

  • Modern UI/UX that is easy to use – Every vendor will claim they have this, even though I see many that do not, unless you believe that Microsoft should have never discontinued Windows 2000.
  • Has a catalog
  • Assign users to _____
  • Can you take quizzes or assessments, or can you do so
  • Self-registration, forget password, custom domain (this gets a bit tricky, I’ll explain shortly), ability to schedule webinars/seminars – for webinars, you can connect to X web conferencing, or the vendor says that you can do webinars or talk to folks via a webcam.
  • Some level of skills management – skill capabilities; ditto for the calendar – widespread here, scheduling sessions – common,
  • Customer Training – Can skin and add your logo – and can skin (i.e., change the colors) and add a logo to any additional tenant that the system has – think child or sub-portal
  • Can skin and add logo – any system that exists out there
  • Provides outstanding support – They all claim to do so. Take it for what it’s worth.
  • Offers integrations – most common are HCMs
  • Mobile Responsive – This doesn’t mean they have a mobile app.
  • It can be seen on a mobile device – think access via the browser.
  • Micro-Learning – They can all do it – micro- only means short. Oh, and vendors were able to do this in 2000; it’s not a new concept.
  • Certificates – Most have templates, the ability to edit the certificate, a certificate can be e-mailed to the learner, a certificate can be provided upon completion of content/course/path, and so forth
  • The system offers assigned learning – with a lot of things you can do, from assigning learners to a specific course or courses they have to complete to locking down a course, so they have to go step by step before moving on to a learning path
  • Support for the hierarchy at the enterprise, business unit, or other desired levels
  • Repeatable creation of events based on a standard course template (e.g., number of days, min/max seats, title, description)
  • Has LXP capabilities
  • Create workflows
  • Compliance – Audit trail is quite common

Administration Common items – I very rarely see a vendor saying they do not have this – but there is one that isn’t common (you won’t see it below, but will shortly)

  • Administrators can set multiple levels of approval (e.g., no approval needed, supervisor approval, instructor approval, etc.)
  • Administrators can create a learning path, journey, or curriculum path.
  • Administrators can add content/courses to the system and add or remove it from a curriculum/learning path
  • Assign and enforce access based on user profile
  • Assign content/path based on skills, ditto for a job role
  • Administrators can limit access to catalog items based on skill profile or skill proficiency
  • Administrators can create skills – needed, requested, and assigned to learners, learners, or in general in the system
  • Administrators can compare learner to learner based on skill(s) tied to a role
  • Capture multiple user attributes (e.g., Organization, Department, Manager, Job role, etc.)
  • Create user groups based on defined attributes (e.g., organization, department, country, etc.).
  • Control profile settings by field (e.g., allow learners to change e-mail addresses but not change user name)
  • The administrator can limit access to catalog items based on user profiles (e.g., job role, location, customer, partner, etc.).
  • Allow administrators to create and assign system roles
  • Administrators can create job roles and job titles, edit and delete
  • Administrators can view reports can schedule to go to X, Y, and Z
  • Administrator home page
  • Allow administrators to track attendance status (e.g., no show, canceled, attended) of all types of training (e.g., instructor-led, online, virtual)

If the system offers or has a manager’s section

  • Manager see their team in a manager dashboard or view
  • Managers can assign training to teams and/or individuals
  • Managers can update on the job training, mark training complete
  • Managers can approve learner requests or deny it
  • Manager can add/reject/update/approve learners/users
  • Managers can compare learner to learner (within their team) on a variety of items, including skills
  • If skills are involved – Managers can review skill ratings and offer what they see as the appropriate rating
  • If skills are involved – The manager can assign skills or recommend skills the learner needs or, ideally, needs
  • Managers can receive reports (if the administrator approves them)

If the system offers an Instructor area

  • Instructors have access to course enrollment information
  • Instructors can push surveys/assessments during active class or post-class
  • Instructors can update rosters
  • Allow instructors ability to print rosters, send e-mails to participants, and update course attendance post-class

Reporting

  • Offers reports – and provides data, including what content X took, what they completed, and other learner data
  • Reports provide overall information by group, department, etc., and individual
  • Ad-hoc

Learner Environment

Think the learner side – Now, whether it is excellent or not, is another story – think of a chapter in the life of learning

  • Search functionality allows learners to find specific courses, materials, and delivery formats based on keywords, titles, delivery formats, and other tagged identifiers (Some systems limit what can be generated, so think of this more as a search capability)
  • Courses have standard attributes regardless of delivery mechanism, including title and description.
  • If the system offers “opportunities” – it is viewable on the learner side with additional information and specifics – the learner can apply. Opportunity will list requirements – this won’t stop someone from applying anyway.
  • Learners can enroll in or request enrollment for a course, content, group, etc.
  • Learners can view the entire catalog and select their courses
  • Learners can be assigned courses/content, learning paths
  • Learners can view documents and download them (Common is PDF)
  • The learner can see their status, i.e., a progress bar, percentage of completion, or whatever format the vendor has presented it in – some do use colors and expect the learner to know what they mean.
  • Learners can be assigned materials, videos, etc.

Skills

I will note that if you are buying a system specifically focused on customer training, as in 95% or higher of their clients are using the system for customer/client/partner/distributor training, etc. – they will not match the skill capabilities of a system that is only dedicated to skills OR a system that is combo – i.e., customer and employee, or employee only – think a talent development system.

Equally how good it is, or robust for these items is debatable – a lot stink at it, or uh, not good – but hey, someone loves them – and that is all that matters – I bet they love candy corn too.

The List of Skills

  • Create catalogs of content only for job roles tied to skills
  • Curriculum can be set by skills, interests, job roles matched to skill or skills
  • Catalog Search by content related to a specific set of skills/interests (Example: Leadership)
  • Recommends courses/content based on job role, skills
  • Skill gap analysis
  • Skills tied to opportunities (openings or, for example, specific limited opportunities such as a project manager for an upcoming project) in the company/organization – This applies only if the system offers opportunities within their platform
  • Analytics directly tied to career development and acquisition of skills for specific job roles
  • Identify by each learner the skills assigned to them AND the skill(s) they selected
  • Skill Ratings – I can tell you the majority lack one key capability, okay two (specifically what each rating means, and what are the base requirements for that skill – i.e., skill three means you have achieved a level of blah, can do blah blah, blah; and have done blah blah) – I mean what does a two mean without such information? Think this way – I am training you at an ice cream store. What does one mean? At two, you should know how to scoop ice cream and talk to a human across the other side of the counter.

I won’t dive into security, but there are common questions folks ask, and the vendor can do or does; nor will I cover mentoring or cohorts, which will be noted on my newest template. Additionally, mentoring, including coaching, is new to many systems. Some claim that they do, but they do not.

I left out AI – because it is new, and so assumptions that all systems have X or even 10% have X are erroneous.  

The most common one I hear is the ability to create content or courses using AI.

The reality here is that if a vendor has jumped into AI, they will likely focus on the low-hanging fruit areas of content and course builder in the system, creating quizzes and assessments.

For whatever reason, nobody seems to ask about token fees – or whether the AI authoring tool or capability, if offered by the system, is included or not, i.e., whether an additional fee applies.

Nor what LLM they are using. An important question to ask. Most use Open AI.

I omitted the common questions about the system’s cost, use case, and so on.

Lastly, I avoided commonalities in a couple of other areas simply because it is easy for a vendor to say, ‘We have it,’ and this is often achieved by them implementing a workaround to achieve the desired results.

Bottom Line

Speaking of workarounds to give the impression that the system has this capability, do you assume that the salesperson is familiar with the entire system?

What about they know what is in the works and can provide such information to you?  

Even if you are talking to the head of sales?

Do you believe everything that comes out of the salesperson’s mouth? Because they are the authority here, and thus, if they say it is true, it must be.

Do you ask for specific information only to receive an SLA that is presented as providing such details?

If the salesperson and you are not meshing, do you deal with it, grumbling under your breath?

All of these are the farm-to-table experience.

Just without the vegetables and meat.

Oh, and

the

Farm.

E-Learning 24/7

From Archaeology to Algorithms: My Journey to Becoming a Software Engineer

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From Archaeology to Algorithms: My Journey to Becoming a Software Engineer

Learning to code so that you can land a job in tech can feel daunting. That’s why we’re sharing inspiring stories from Codecademy’s community — to show how people like you (yes, you!) can embark on a learning journey and end up with a totally new career. We hope these stories serve as a reminder that there’s no single path to a more fulfilling work life.

Today’s story is from Kathryn Cook, a 36-year-old former archeologist turned Software Engineer living in London, UK.  Read more stories from Codecademy learners here — and be sure to share your story here.

Why I chose to learn to code 

“Prior to learning to code I was an archaeological conservator. So, I did all the kinds of laboratory work associated with an excavation. Conservation is a lovely field, but it doesn’t pay exceedingly well — and it’s often on a contract basis. The pandemic was a bit of a wake-up call for me. I found myself thinking, Oh goodness, I don’t even have sick pay. If we get shut down, I’ll find myself in a country with none of my family and no support.

I knew I needed a change. So, I googled, ‘What’s the easiest coding language to learn,’ and started asking around.  I came across Codecademy and started to use it to teach myself Python. That way I could see how I felt about coding as a career option.”

Learn something new for free

How I made time to learn 

“It was really easy to make time in the middle of the pandemic because there wasn’t much else to do. It was a great distraction and something to keep my brain active.

I think the hardest part actually comes after learning a new skill, which is to put it into practice in a new job. I applied for a graduate role, which is quite nice in the sense that you sort of get trained on the job — you don’t really need the full suite of skills going in. This was perfect for me as a new, self-taught starter who felt less prepared than everyone else who had years of coding under their belt.

I have definitely suffered from impostor syndrome of some sort. I sometimes think, ‘I’m not sure how I ended up here, surrounded by people who have been working in the industry for 20 years, have computer science degrees, and ‘grew up building their own computers in their backyards.’ Meanwhile, I just sat down and learned some code.”

How I saved up money to switch careers 

“I was very lucky that learning with Codecademy was not something that required me to save money, since I had just started a paid graduate program at NatWest. All I did was learn Python through Codecademy and then started applying to graduate programs.”

How long it took me to land a job 

“Again, I was very lucky. It took me about 6-8 months once I started seriously applying.”

How I got in the door 

“I do feel that I found a company that was looking for a variety. They weren’t just looking for the kind of people who’d been trained in the same school and know the same stuff. They were very much on the lookout for new perspectives because they understand people think in different ways.

I believe my archaeology background also helped me land the job. My whole job in archaeology, and especially in conservation, is to notice and take care of things. It’s also very detail oriented. I might sit and clean an archaeological find under a microscope for 150 hours over three months. Those skills translate well to coding.”

How I nailed the interview 

“It was really quite good. I did some coding interviews while interviewing for other companies, but for this one in particular, there wasn’t actually coding elements aside from logic and reasoning.

Most of our interview process was a group interview where we had to work together as a team. So they were observing our people skills more than our technical skills.” 

Want to improve your people skills? Check out our free professional skills hub.

How I evaluated the offer 

“I honestly didn’t even look to see how the salary compared to others in the market because I had been making an archaeologist’s salary, which was not great. So, what they offered me was way more money than I ever made in my life!

I really liked the fact that I’d start through their graduate program, which not only gave me the opportunity to get trained in coding on the job, but also to work and learn within many departments in the organization. Also, I liked that they wanted to invest this time to make you a more well-rounded and valuable employee. I was sold!”

How day one and beyond went 

“I had an interesting start. I was living in Greece, but I needed to return to the US to process my visa, as it needed to be done from your home country. I finally got my visa the day before my first day of work. Also, my new role was in Scotland, so I had to book a last-minute plane ticket because I couldn’t book anything until I knew I had the visa. I flew overnight and didn’t have anywhere to live, so I ended up living in a hotel for three weeks while I hunted for a flat. My first day on the job was via Zoom from my hotel room.” 

What advice I would give to others

  • “Just go for it. The only way really to figure out whether or not you like something is just to try it. If you sit down and start coding and you’re like, ‘Oh, I can’t imagine anything duller than doing this for the rest of my life,’ then it’s probably not your niche.”
  • “But if you’ve thought about it, try it. I know it can be quite scary, especially if you’re leaving behind a job to make that leap and just step into the unknown. But if you don’t do it, you won’t know.”
  • “You can always change again. I think sometimes people feel that they get quite stuck and it is scary, but nothing ventured, nothing gained. So go out and just see how it goes.”

Word of the Day: whimsical

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This word has appeared in 243 articles on NYTimes.com in the past year. Can you use it in a sentence?

Honoring service, empowering futures: Coursera’s partnership with United Services Organization

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Honoring service, empowering futures: Coursera’s partnership with United Services Organization

By Isa Rivera, Military ERG Lead, Coursera

On Independence Day, we celebrate the freedoms we enjoy — and we’re proud to support U.S. service members and military spouses with job-relevant skills to help build their futures.

As a leader of Coursera’s Military Employee Resource Group (ERG) and a member of a military family, I’m especially proud of our work supporting military organizations through our social impact program, which provides free learning to over 100 nonprofits. 

Today, I want to highlight our collaboration with the United Services Organization (USO), a nonprofit dedicated to strengthening service members that offers free access to Coursera certificate programs alongside the USO’s wraparound services. Together, we’ve helped over 10,000 military learners build the skills and credentials they need to advance their careers. 

“This partnership has always been such a strong pairing since we started back in April 2021 and it has been incredible to watch the collective impact Coursera and the USO have made to amplify career opportunities for our military community,” said Lisa Elswick, USO Vice President of Programs.

Creating pathways from service to civilian careers

In 2024, the USO Transition Program created over 10,000 personalized Action Plans to help service members and military spouses advance their careers, which include career counseling and access to the job-relevant catalog on Coursera. More than 75% of the enrollments came from active service members, with the Army and Navy being the most active military branches. 

One learner, U.S. Army Capt. Philip H., had a degree in mechanical engineering before spending nine years in the Army, with four of those in special forces.  He said, “I was interested in broadening my skill set as much as possible to make myself a more marketable candidate in the civilian workforce.”

Philip achieved his ultimate goal of becoming a software engineer after completing the IBM Data Analyst Certificate on Coursera.

Top certificate programs among USO members

Coursera offers over 90+ Entry-level Professional Certificates that build job-ready skills in high-demand fields – no degree or previous experience required. In 2024, certificate completions through the USO Program rose 97% over the previous year. Industry-relevant skills shined with the most popular certificates being: 

We’re humbled to partner with the USO and other nonprofits to help military learners build the skills they need to shape their future.

Best Free AI Courses for Beginners With Certificates (2025)

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Best Free AI Courses for Beginners With Certificates (2025)

Why Learn AI Now? (Spoiler: Millions of New Jobs Are on the Way by 2030)

AI isn’t just a buzzword. It’s a technological revolution transforming industries and reshaping the global job market. According to McKinsey, AI could create up to 50 million new jobs globally by 2030, with annual job creation steadily rising each year. As automation transforms traditional roles, demand is surging for workers who understand AI tools and data-driven thinking. Whether you’re starting your career or future-proofing your skills, now is the time to act. A great starting point is free AI courses that provide a solid foundation and help you understand the tech shaping the future of work.

And the best part? You don’t need a PhD, fancy equipment or even a student loan to get started. We have rounded up the best free online AI courses, so you can start learning today.

Data Source: McKinsey

What Makes a Great Free AI Course?

Before we jump into the list, let’s decode what makes Alison’s free AI courses truly shine:

  • Beginner-friendly: Designed for those new to the subject, with simple explanations and no complex jargon or mathematics.
  • Practical: Focused on real-world skills that can be applied in everyday tasks or professional environments.
  • Free (with optional paid Certificate): Offering quality education at no cost, with the option to purchase a Certificate if you choose.

The Best Free Online AI Courses to Take In 2025

We’ve already seen how AI is set to transform the job market in the years ahead. If you’re looking to get started, these are the best AI courses for beginners designed to help you build practical skills without spending a cent.

1. Introduction to Artificial Intelligence (AI)

Who is the course for?

This course is perfect for beginners seeking a clear introduction to artificial intelligence and its real-world applications, with no technical background needed. The course was developed by IBM and made freely available on Alison, combining expert knowledge with accessible, real-world learning.

What you will learn:

  • The core concepts of artificial intelligence, machine learning and deep learning.
  • The key differences between supervised, unsupervised and reinforcement learning.
  • The principles and techniques of natural language processing (NLP), such as text analysis and machine translation.
  • The ethical considerations in AI, including bias, fairness, transparency and data privacy.

Why you will love this course:

This course simplifies complex AI concepts and focuses on real-world applications and ethical issues, giving you a well-rounded understanding of its potential and responsibilities. It offers valuable insights into the tools and trends shaping the future of work and innovation.

Get started now:

Check out Introduction to Artificial Intelligence (AI) on Alison

2. Generative AI and Large Language Models for Beginners

Who is the course for?

This course is ideal for beginners and anyone curious about AI, providing a foundational understanding of generative AI and large language models, along with their practical applications across various industries.

What you will learn:

The difference between Artificial Intelligence (AI) and Machine Learning (ML), and how each contributes to modern technology.

  • How discriminative and generative models work, including their functions and applications in various domains.
  • The fundamentals of Large Language Models (LLMs) and their significance within the field of deep learning.
  • How generative AI models are trained, covering the full process from data collection to evaluation.

Why you will love this course:

This beginner-friendly course explains how generative AI and large language models like ChatGPT and DALL-E work. The course uses simple explanations and real-world examples to show how AI creates text and images, helping you understand the technology shaping the future of communication and creativity.

Get started now:

Check out Generative AI and Large Language Models for Beginners on Alison

“The course covered all of the basics for AI from a novice point of view. It also provided great talking points to be used during an interview.”
– Shawn B., Generative AI and Large Language Models for Beginners

3. Artificial Intelligence: Preparing for the Future of Work

Who is the course for?

This course is perfect for anyone looking to understand how AI is transforming the workplace, offering accessible insights for professionals, job seekers and curious learners alike.

What you will learn:

  • What artificial intelligence (AI) is and how it functions.
  • The impact of AI on the job market and workforce dynamics.
  • Key ethical considerations surrounding the use of AI.

Current trends and future developments in AI and their influence on work environments.

Why you will love this course:

This course provides a practical introduction to AI’s impact on work, helping you build foundational knowledge, adapt to change and stay informed about ethical issues and future trends.

Get started now:

Check out Artificial Intelligence: Preparing for the Future of Work on Alison

4. Introduction to AI in Business

Who is the course for?

This course is ideal for professionals and decision-makers who want to harness AI to improve business operations and make strategic decisions, as well as those interested in its real-world impact and responsible implementation.

What you will learn:

  • How AI technologies are used in business and how they impact management and operations.
  • How natural language processing (NLP) can streamline communication and business functions.
  • The challenges businesses face when adopting AI and learn strategies to overcome them.
  • How AI-driven data analytics can enhance productivity and increase profitability.

Why you will love this course:

This course offers practical insights into how AI is used in modern business, helping you solve problems, improve operations and make informed decisions. It also covers ethical considerations, preparing you to apply AI responsibly and lead confidently in an AI-driven world.

Get started now:

Check out Introduction to AI in Business on Alison

“The AI for Business course provides practical insights into leveraging artificial intelligence to enhance business strategies, making complex concepts accessible and actionable.”
– Samreen S., Introduction to AI in Business

Why Choose These Free AI Courses?

  • No cost, no catch: 100% free to learn, with optional Certificates to show off your new skills.
  • CPD-accredited: Alison courses are accredited by the Continuing Professional Development (CPD) UK, ensuring learning materials that are up to date and of the highest quality.
  • Self-paced: Learn whenever and wherever you want, with no deadlines or pressure.
  • Globally recognised: Alison Certificates look great on your CV or LinkedIn profile.
  • Beginner-friendly: Designed for everyone, regardless of technical background.

Ready to Start Your AI Adventure?

Whether you’re aiming to streamline your work, explore new career paths or build a foundational understanding of AI, these are the best free online AI courses for beginners in 2025. The future is here, and it’s yours to shape, so why wait? As Leonardo da Vinci once said, “Learning never exhausts the mind.”

Word of the Day: perimeter

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This word has appeared in 1,750 articles on NYTimes.com in the past year. Can you use it in a sentence?

22 Meta, Microsoft, and IBM Professional Certificates on Coursera receive new ACE, ECTS credit recommendations

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22 Meta, Microsoft, and IBM Professional Certificates on Coursera receive new ACE, ECTS credit recommendations

New recommendations empower universities across 49 EU member nations, and the US HE system, to award credit for job-relevant industry credentials

By Marni Baker Stein, Chief Content Officer, Coursera

Today, Coursera is pleased to announce that the Foundation for International Business Administration Accreditation (FIBAA) has certified 17 Professional Certificates from Meta, Microsoft, and IBM, with European Credit Transfer and Accumulation System (ECTS) credit recommendations. Five Professional Certificates have also been awarded credit recommendations from the American Council on Education. 

Now, students, higher education institutions, and ministries can accept and transfer academic credit for 22 industry micro-credentials on Coursera at any institution across 49 member nations in the European Higher Education Area, and across over 440 accredited institutions in the United States. This cross-sector initiative represents further progress toward establishing a comprehensive global ecosystem of transferable credit recognition for online learning. 

As Generative AI and digital transformation rapidly transform labour markets and employer needs, universities worldwide are increasingly turning to online learning to help enhance student employability. However, different credit standards across different higher education systems have traditionally presented a challenge for governments and institutions seeking to achieve consistent recognition for non-traditional credentials, online education, or time spent studying abroad. 

Now, with over 30 of Coursera’s micro-credentials having received ECTS credit recommendations, and over 40 having received ACE credit recommendations, we are moving closer to ensuring that all students can see their online learning recognized by institutions worldwide. The following credentials are newly-eligible for credit under the ECTS system:

Meta:

Microsoft:

IBM:

The following Professional Certificates have been awarded ACE Credit Recommendations:

“Meta Professional Certificates on Coursera empower individuals to advance their careers with globally-recognized qualifications, regardless of background or experience. Our partnership with Coursera has been validated by the latest ECTS approvals, demonstrating our commitment to bridging the gap between higher education and industry needs, and equipping learners with the skills required for in-demand digital careers” said Vikas Wadhwani, Director of Learning and Certifications, Meta.

ECTS supports the planning, delivery and evaluation of European higher education programmes, and the flexibility of student study schemes, including Erasmus. It is a central tool in the Bologna Process, which aims to make national education systems more comparable internationally. 

As the major coordinating body for the nation’s colleges and universities, ACE represents over 1,600 colleges and universities, related associations, and other organizations in the United States and abroad. ACE is the only major higher education association to represent all types of U.S. accredited, degree-granting colleges and universities. Its members educate two out of every three students in all accredited, degree-granting U.S. institutions.

To ensure that higher education is able to meet the rapidly-changing needs of students and employers, collaboration between higher education, industry, and supranational bodies is essential. Coursera is committed to further extending its partnerships with leading institutions and credit recognition systems like ECTS and ACE to ensure that all learners are able to seamlessly integrate their online credentials into their university qualifications, and their lifelong educational records. 

Learn more about ECTS Credit Recommendations on Coursera here and ACE Credit Recommendations on Coursera here. For more information about Coursera for Campus, visit coursera.org/campus. 

Teaching with Heart: How Professor Peter Chin Brings Connection and Excellence to Dartmouth’s Online MEng

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Teaching with Heart: How Professor Peter Chin Brings Connection and Excellence to Dartmouth’s Online MEng

When you picture a machine learning class, you might imagine a sea of code, dense math, and a professor droning on in a dark lecture hall. But for Professor Peter Chin, the experience is anything but that. It’s personal, dynamic, and rooted in a belief that learning should be rigorous and human. As one of the founding faculty members of Dartmouth’s online Master of Engineering in Computer Engineering, Professor Chin is not only shaping the way students learn machine learning remotely, he’s helping redefine what a modern graduate engineering education can be.

Background and Motivation: From BU to Hanover—and into the Cloud

Peter Chin joined Dartmouth three years ago, after nearly a decade teaching at Boston University. Now a professor of engineering and the leader of the LISP (Learning, Intelligence, and Signal Processing) research group, Chin’s work weaves together elements of game theory and graph theory.

When the dean of engineering approached him about developing a machine learning course for Dartmouth’s newly envisioned online MEng, Chin’s response was an immediate yes.

But what followed was a year-long process of adapting an in-person course into something fully online, fully asynchronous, and fully worthy of the Dartmouth name. “I didn’t realize just how much work it would be,” he admits. “It took a year or more to get the slides, recordings, and edits done.” One 14-hour Saturday in the library studio was just one of many marathon efforts to ensure the content met his high standards.

The result? The machine learning course, one of the program’s two foundational courses, alongside signal processing. Professor Chin considers both to be a gateway to the program, and it’s a first impression that he takes seriously.

Teaching Online: Rigor, Realism, and a Little Reinvention

Professor Chin approached the online format with both excitement and realism. “During COVID, I taught over Zoom, but that was synchronous. With this program, it’s asynchronous. It was hard to know how the longer lectures would land.”

With support from Dartmouth’s Learning Design and Innovation team, he transformed his usual two-hour lectures into bite-sized, high-impact videos, aiming to keep them under ten minutes. It was a major shift, but something the Dartmouth team knew would be more digestible for online learners. “I had years of lecture material and had to rethink everything,” he says. “But once we figured it out, the result was great. Our production team was amazing and helped make everything so engaging.”

Still, Chin didn’t want to lose the classroom energy. He holds twice-weekly live sessions, a standard for all Dartmouth online MEng courses, and broadcasts from an actual Dartmouth classroom. 

“I want students to feel like they’re here, part of the campus. I talk about current events in AI, adapt the material, and keep things as up-to-date as possible.”

About the Course: Practical, Challenging, and Always Evolving

Chin’s machine learning course is designed to reflect the real demands of the tech world. Students tackle real-world projects, adapt to new topics as they emerge, and actively apply what they learn immediately.

“My background is in pure math, where things never change. In AI, it’s the opposite. Things change so fast! There are topics I taught two years ago that I’ve already phased out. It’s important to me to keep the courses current.”

The online platform supports this dynamic structure. Students collaborate on team projects from day one, matched across time zones and skill sets. “Learning is more fun when you do it together,” Chin emphasizes. “That group aspect is built into every course in the program.”

Mid-course feedback is taken seriously, too. “Last year, some students felt it was too much work, so we adjusted mid-stream. It’s important to listen to student feedback.”

Industry Relevance: Built for Real Careers

Most of Chin’s students are full-time professionals in the tech industry. Some want promotions; others want to pivot into more technical roles. One student, he recalls, landed a job at Meta after taking his class.

“I wrote a recommendation letter for him, and months later he emailed to say, ‘Thank you so much, I got the job!’ That was really special.”

That level of connection isn’t rare. Chin makes a point to get to know his students and respects the challenge they take on by studying while working.

“Bless their hearts,” he says. “Sometimes I don’t know how they do it all. But we honor that. We design this program for people who are working moms and busy professionals.”

The Future of Engineering: Stay Curious, Stay Resilient

Asked about the future, Chin doesn’t hesitate. “Curiosity is key. You don’t have to be an AI expert, but you’ll be successful if you stay curious and persistent.”

He’s encouraged by the motivation he sees in his students. And he believes the mindset taught at Dartmouth—of growth, adaptation, and intellectual resilience—is what sets graduates up for success.

“If you’re the kind of employee who grows as your company grows, you’re invaluable. That’s what we try to nurture.”

Final Thoughts: Is This the Right Path for You?

Professor Chin is realistic about the commitment required for Dartmouth’s online MEng. “It’s not easy. It’s rigorous. But if you’re looking for a high-quality education, and one that understands the reality of having a busy life, this could be a great fit.”

His advice? Talk to current students. Reach out to faculty. Don’t assume it’s impossible.

“We know our students are working parents, career changers, and lifelong learners. We’ll do everything we can to make it possible for you.”

And if you ever want to visit? You’re welcome.

“Some of our online students have visited the campus. It’s special. Dartmouth has a real sense of place, and when you come here, you feel it.”

Ready to take the next step? If you’re curious, ambitious, and interested in an online engineering degree designed for working professionals, Dartmouth’s online Master of Engineering in Computer Engineering might be your next step. With professors like Peter Chin leading the way, you won’t just learn, you’ll connect, grow, and thrive, 100% online, hands-on, and head-first into the future.

21 Meta, Microsoft, and IBM Professional Certificates on Coursera receive new ACE, ECTS credit recommendations

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21 Meta, Microsoft, and IBM Professional Certificates on Coursera receive new ACE, ECTS credit recommendations

New recommendations empower universities across 49 EU member nations, and the US HE system, to award credit for job-relevant industry credentials

By Marni Baker Stein, Chief Content Officer, Coursera

Today, Coursera is pleased to announce that the Foundation for International Business Administration Accreditation (FIBAA) has certified 17 Professional Certificates from Meta, Microsoft, and IBM, with European Credit Transfer and Accumulation System (ECTS) credit recommendations. Five Professional Certificates have also been awarded credit recommendations from the American Council on Education. 

Now, students, higher education institutions, and ministries can accept and transfer academic credit for 21 industry micro-credentials on Coursera at any institution across 49 member nations in the European Higher Education Area, and across over 440 accredited institutions in the United States. This cross-sector initiative represents further progress toward establishing a comprehensive global ecosystem of transferable credit recognition for online learning. 

As Generative AI and digital transformation rapidly transform labour markets and employer needs, universities worldwide are increasingly turning to online learning to help enhance student employability. However, different credit standards across different higher education systems have traditionally presented a challenge for governments and institutions seeking to achieve consistent recognition for non-traditional credentials, online education, or time spent studying abroad. 

Now, with over 30 of Coursera’s micro-credentials having received ECTS credit recommendations, and over 40 having received ACE credit recommendations, we are moving closer to ensuring that all students can see their online learning recognized by institutions worldwide. The following credentials are newly-eligible for credit under the ECTS system:

Meta:

Microsoft:

IBM:

The following Professional Certificates have been awarded ACE Credit Recommendations:

“Meta Professional Certificates on Coursera empower individuals to advance their careers with globally-recognized qualifications, regardless of background or experience. Our partnership with Coursera has been validated by the latest ECTS approvals, demonstrating our commitment to bridging the gap between higher education and industry needs, and equipping learners with the skills required for in-demand digital careers” said Vikas Wadhwani, Director of Learning and Certifications, Meta.

ECTS supports the planning, delivery and evaluation of European higher education programmes, and the flexibility of student study schemes, including Erasmus. It is a central tool in the Bologna Process, which aims to make national education systems more comparable internationally. 

As the major coordinating body for the nation’s colleges and universities, ACE represents over 1,600 colleges and universities, related associations, and other organizations in the United States and abroad. ACE is the only major higher education association to represent all types of U.S. accredited, degree-granting colleges and universities. Its members educate two out of every three students in all accredited, degree-granting U.S. institutions.

To ensure that higher education is able to meet the rapidly-changing needs of students and employers, collaboration between higher education, industry, and supranational bodies is essential. Coursera is committed to further extending its partnerships with leading institutions and credit recognition systems like ECTS and ACE to ensure that all learners are able to seamlessly integrate their online credentials into their university qualifications, and their lifelong educational records. 

Learn more about ECTS Credit Recommendations on Coursera here and ACE Credit Recommendations on Coursera here. For more information about Coursera for Campus, visit coursera.org/campus. 

How to Organize Your E-Books on Kindle, Apple and Google and Nook

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If the e-book app on your phone or tablet is overflowing and full of outdated files, use these tools to tidy it up.

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