Online Lectures Quotes

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The same person who would never raise his hand in a lecture hall of two hundred people might blog to two thousand, or two million, without thinking twice. The same person who finds it difficult to introduce himself to strangers might establish a persence online and then extend these relationships into the real world.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
I often think . . . that the bookstores that will save civilization are not online, nor on campuses, nor named Borders, Barnes & Noble, Dalton, or Crown. They are the used bookstores, in which, for a couple of hundred dollars, one can still find, with some diligence, the essential books of our culture, from the Bible and Shakespeare to Plato, Augustine, and Pascal.
James V. Schall (On the Unseriousness of Human Affairs: Teaching, Writing, Playing, Believing, Lecturing, Philosophizing, Singing, Dancing)
In marriage we have a duty to God, our spuses, the world, and future generations. But we are sinners. A husband and wife need to acknowledge that when the Bible speaks of fools, it is not just speaking about other people, but about them as well. Even the wisest among us has moments of folly. So God gives us spouses to serve as wise friends by praying with and for us, attending church with us, speaking truth, and providing Scripture along with good books and online classes, lectures, and sermons to nourish fruitfulness in our lives.
Mark Driscoll (Real Marriage: The Truth About Sex, Friendship, & Life Together)
Studies have shown that, indeed, introverts are more likely than extroverts to express intimate facts about themselves online that their family and friends would be surprised to read, to say that they can express the “real me” online, and to spend more time in certain kinds of online discussions. They welcome the chance to communicate digitally. The same person who would never raise his hand in a lecture hall of two hundred people might blog to two thousand, or two million, without thinking twice. The same person who finds it difficult to introduce himself to strangers might establish a presence online and then extend these relationships into the real world.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
It should be obvious that technologies are capable of replacing teachers and professors in a wide variety of settings. The current buzzword for this is the flipped classroom—students watch lectures and learn the material online at home, then do their homework at school with the help of teachers and teaching assistants. Teachers may no longer need to prepare or deliver lectures, reducing them to what could be called “learning coaches.” The diminished skill set required is sure to transform the profession and create yet more challenges for our already beleaguered teachers.
Jerry Kaplan (Humans Need Not Apply: A Guide to Wealth & Work in the Age of Artificial Intelligence)
Digital educators Salman Khan and Shantanu Sinha contend the world is on the verge of another “printing press moment,” which will break the elite’s grip on the essentials of education, making available to millions of aspiring learners online knowledge and ideas once restricted to the lecture halls of Harvard or Stanford.
McKinsey & Company, Inc. (Reimagining India: Unlocking the Potential of Asia's Next Superpower)
There had even been online TV shows about it: computer-generated landscape pictures with deer grazing in Times Square, serves-us-right finger-wagging, earnest experts lecturing about all the wrong turns taken by the human race. There was only so much of that people could stand, judging from the ratings, which spiked and then plummeted as viewers voted with their thumbs, switching from imminent wipeout to real-time contests about hotdog-swallowing if they liked nostalgia, or to sassy-best-girlfriends comedies if they liked stuffed animals, or to Mixed Martial Arts Felony Fights if they liked bitten-off ears, or to Nitee-Nite live-streamed suicides or HottTotts kiddy porn or Hedsoff real-time executions if they were truly jaded. All of it so much more palatable than the truth.
Margaret Atwood (MaddAddam (MaddAddam, #3))
Less effective male professors routinely receive higher student evaluations than more effective female teachers. Students believe that male professors hand marking back more quickly – even when that is impossible because it’s an online course delivered by a single lecturer, but where half the students are led to believe that the professor is male and half female. Female professors are penalised if they aren’t deemed sufficiently warm and accessible. But if they are warm and accessible they can be penalised for not appearing authoritative or professional. On the other hand, appearing authoritative and knowledgeable as a woman can result in student disapproval, because this violates gendered expectations.38 Meanwhile men are rewarded if they are accessible at a level that is simply expected in women and therefore only noticed if it’s absent.
Caroline Criado Pérez (Invisible Women: Data Bias in a World Designed for Men)
Seth Godin, author of more than a dozen bestsellers, including Purple Cow and Permission Marketing, understands the importance of frequency and consistency in a book marketing and public relations campaign. He practices these through following these seven steps: Permission marketing. This is a process by which marketers ask permission before sending ads to prospects. Godin pioneered the practice in 1995 with the founding of Yoyodyne, the Web’s first direct mail and promotions company (it used contests, online games, and scavenger hunts to market companies to participating users). He sold it to Yahoo! three years later. Editorial content. Godin was a long-time contributing editor to the popular Fast Company magazine. Blogging. Seth's Blog is one of the most-frequented blogs. Public speaking. Successful Meetings magazine named Godin one of the top 21 speakers of the 21st century. Words used to describe his lectures include "visual," "personal," and "dynamic." Community-building. His latest company, Squidoo.com, ranked among the top 125 sites in the U.S. (by traffic) by Quantcast, allows people to build a page about any topic that inspires them. The site raises money for charity and pays royalties to its million-plus members. E-books. Godin took a step to publish all his books electronically, then worked with Amazon on his own imprint, Domino, which published 12 books. Recently, Godin ended that project – since as he said in a blog, it was a "project" and he is always looking for more and different opportunities. Continuous improvement. Godin is always on the lookout for more ideas, more business opportunities and more engagement with his community.
Michael R. Drew (Brand Strategy 101: Your Logo Is Irrelevant - The 3 Step Process to Build a Kick-Ass Brand)
The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.
Eric Schmidt (The New Digital Age: Reshaping the Future of People, Nations and Business)
Where people were once dazzled to be online, now their expectations had soared, and they did not bother to hide their contempt for those who sought to curtail their freedom on the Web. Nobody was more despised than a computer science professor in his fifties named Fang Binxing. Fang had played a central role in designing the architecture of censorship, and the state media wrote admiringly of him as the “father of the Great Firewall.” But when Fang opened his own social media account, a user exhorted others, “Quick, throw bricks at Fang Binxing!” Another chimed in, “Enemies of the people will eventually face trial.” Censors removed the insults as fast as possible, but they couldn’t keep up, and the lacerating comments poured in. People called Fang a “eunuch” and a “running dog.” Someone Photoshopped his head onto a voodoo doll with a pin in its forehead. In digital terms, Fang had stepped into the hands of a frenzied mob. Less than three hours after Web users spotted him, the Father of the Great Firewall shut down his account and recoiled from the digital world that he had helped create. A few months later, in May 2011, Fang was lecturing at Wuhan University when a student threw an egg at him, followed by a shoe, hitting the professor in the chest. Teachers tried to detain the shoe thrower, a science student from a nearby college, but other students shielded him and led him to safety. He was instantly famous online. People offered him cash and vacations in Hong Kong and Singapore. A female blogger offered to sleep with him.
Evan Osnos (Age of Ambition: Chasing Fortune, Truth, and Faith in the New China)
Whether the class is large or small, lecture or seminar, onsite or online, it can be a challenge to get students to engage. Whether we are simply attempting to get students to show up or take out their ear buds, or alternately, trying to challenge students to use higher-order thinking, we are all facing the same question:
Elizabeth F. Barkley (Student Engagement Techniques: A Handbook for College Faculty)
● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.
Talentedge
College life is not just about the lectures that are substitutable online, but about the multifarious life experiences that one gain and which are absolutely irreplaceable.
Shivanshu K. Srivastava
An excellent illustration of this notion comes from another intriguing experiment conducted on psychology students. In this case students were given, in advance of class, either a complete set of notes on the lecture for the day or a partial set of notes—one that consisted of “headings and titles of definitions and concepts, which required students to add information to complete the notes” (Cornelius & Owen-DeSchryver 2008, p. 8). So the students who received the full notes had the knowledge network for the day handed to them prior to class (through the course learning management system); the students who received the partial notes received only the frame of that knowledge network, and had to fill in the rest on their own. The students in both conditions performed comparably on the first two examinations for the course. On the third and final examinations, however, as the amount of course material increased and required deeper understanding, the students in the partial-notes condition outperformed their full-note peers. Especially relevant for the argument that connections improve comprehension, the students in the partial-notes condition outperformed their peers on conceptual questions on the final exam. As the authors explained, “On a [final] test that required knowledge of a large number of concepts, rote memorization was not feasible, so students who encoded the information by actively taking notes throughout the semester may have performed better because they had experienced better conceptual understanding” (p. 10). This experiment has obvious implications for classroom teaching, or even the creation of reading guides or lecture notes for an online courses. However, the important point for now is that the partial notes gave students an organized framework that enabled and encouraged them to see and make new connections on their own.
James M. Lang (Small Teaching: Everyday Lessons from the Science of Learning)
To be sure, the early phases have not been pretty. Simply taking a college lecture course and putting it on Zoom is not e-learning in any but the most rudimentary sense, and students are predictably dissatisfied. That will change. Schools are putting their faculty through training programs, teaching them how to use the available tools, how to restructure their classes, how to migrate online.
Scott Galloway (Post Corona: From Crisis to Opportunity)
When thinking about how to incorporate lecture videos, many online faculty imagine posting videos of their classroom lectures in the course. This is certainly one way to do it, and some institutions are investing in elaborate lecture-capture systems to facilitate this process. But lecture capture requires expensive tech and a team of skilled professionals. The small teaching way is to record short narrated slideshow videos or webcam-style videos speaking directly to the camera on your computer monitor. The key word here is short. “Traditional in-person lectures usually last an hour, but students have much shorter attention spans when watching educational videos online,” writes Philip Guo in a blog post about a study he and his colleagues conducted (Guo, 2013). The researchers compiled data from 6.9 million video-watching sessions to track engagement patterns of online students. Their findings led to a strong recommendation that online class videos should be no longer than six minutes.
Flower Darby (Small Teaching Online: Applying Learning Science in Online Classes)
Smart entrepreneurs have grabbed this opportunity with a vengeance. Now online lesson-plan marketplaces such as Gooru Learning, Teachers Pay Teachers, and Share My Lesson allow teachers who want to devote more of their time to other tasks the ability to purchase high-quality (and many lesser-quality) lesson plans, ready to go. With sensors, data, and A.I., we can begin, even today, testing for the learning efficacy of different lectures, styles, and more. And, because humans do a poor job of incorporating massive amounts of information to make iterative decisions, in the very near future, computers will start doing more and more of the lesson planning. They will write the basic lessons and learn what works and what doesn’t for specific students. Creative teachers will continue, though, to be incredibly valuable: they will learn how to steer and curate algorithmic and heuristically updated lesson creation in ways that computers could not necessarily imagine. All of this is, of course, a somewhat bittersweet development. Teaching is an idealistic profession. You probably remember a special teacher who shaped your life, encouraged your interests, and made school exciting. The movies and pop culture are filled with paeans to unselfish, underpaid teachers fighting the good fight and helping their charges. But it is becoming clearer that teaching, like many other white-collar jobs that have resisted robots, is something that robots can do—possibly, in structured curricula, better than humans can. The
Vivek Wadhwa (The Driver in the Driverless Car: How Our Technology Choices Will Create the Future)
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Rathoredesign
Sooner or later, it may be difficult for the traditional model of one bored professor lecturing to 30 bored students to compete with a razzle-dazzle superstar presenter with a Nobel Prize and a million online learners. Education.com and the Future of the Public Mind The $671 billion higher education industry in the US10 will likely attract more corporate interest over time.
Yossi Sheffi (The New (Ab)Normal : Reshaping Business and Supply Chain Strategy beyond Covid-19)
In a series of experiments involving hundreds of subjects, Princeton psychologist Diana Tamir and three colleagues examined how people's recording of their experiences, through online comments or digital photographs, influenced memory formation in three different scenarios: watching a lecture on a computer, taking a self-guided tour of a historic building alone, and taking the same tour in the company of another person. "Media use impaired memory for both computer-based and real-world experiences, in both solo and social contexts," the researchers reported in the Journal of Experimental Psychology. "Creating a hard copy of an experience through media leaves only a diminished copy in our own heads." With social media allowing and encouraging us to upload accounts of pretty much everything we do, this effect is now widespread. A 2017 Frontiers in Psychology survey of peer-reviewed research on how smartphones affect memory concluded that "when we turn to these devices, we generally learn and remember less from our experiences.
Nicholas Carr (The Shallows: What the Internet Is Doing to Our Brains)
Teachers become more important once students have the initial exposure to a concept online (either through videos or exercises). Teachers can then carve out face time with individual students who are struggling; they can move away from rote lecturing and into the higher tasks of mentoring, inspiring, and providing perspective.
Salman Khan (The One World Schoolhouse: Education Reimagined)
Watching a lightning storm from a covered porch is an adventure. Climbing a backyard tree you’ve never climbed before is an adventure. During the strictest days of lockdowns, we could still explore our local trails and so our weekly “big adventure” tended to be a weekend family walk. We tried cuisines from different restaurants. I listened to online lectures about Bach’s B-minor mass, and attended Zoom toasts for friends’ books.
Laura Vanderkam (Tranquility by Tuesday: 9 Ways to Calm the Chaos and Make Time for What Matters)
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HKR
I was well aware this wasn’t a word most lethal operatives like myself would use, but I had always marched to the beat of my own drummer. “You paint quite the scary picture, Professor,” I continued, raising my eyebrows. “Why do I have the feeling this isn’t the first time you’ve thought about this?” Singh smiled. “Not quite the first time, no,” she replied. “I guess I have gone into lecture mode. And it’s a lot to absorb. So let me wind this down. The bottom line is that the rates of substance and behavioral addictions have skyrocketed. Our levels of stress and neurosis have too. The furious pace of our advancements, and the toxicities and manipulations I just described, are outstripping our psyches, which were evolved for a simpler existence.” “Do you have statistics on the extent of the problem?” asked Ashley. “It’s impossible to really get your arms around,” replied Singh, “but I’ll try. In 1980, fewer than three thousand Americans died of a drug overdose. By 2021 that number had grown to over a hundred thousand. More than thirty-fold! And it’s only grown since then. “And these are just the mortality stats. Many times this number are addicts. Estimates vary pretty widely, but I can give you numbers that I believe to be accurate. Fifteen to twenty million Americans are addicted to alcohol. Over twenty-five million suffer from nicotine dependence. Many millions more are addicted to cocaine, or heroin, or meth, or fentanyl—which is a hundred times stronger than morphine—or an ever-growing number of other substances. Millions more are addicted to gambling. Or online shopping. Or porn.” Singh frowned deeply. “When it comes to the internet, cell phones, and other behavioral addictions, the numbers are truly immense. Probably half the population. The average smart phone user now spends over three hours a day on this device. And when it comes to our kids, the rate of phone addiction is even higher. Much higher. In some ways, it’s nearly universal. “Meanwhile, many parents insist their children keep this addiction device with them at all times. They’re thrilled to be able to reach their kids every single second of their lives, and track their every movement.” There was a long, stunned silence in the room. “I could go on for days,” said Singh finally. “But I think that gives you some sense of what we’re currently facing as a society.” I tried to think of something humorous to say. Something to lighten the somber mood, which was my instinctive reaction when things got depressing.  But in this case, I had nothing. Singh had called the current situation a crisis. But even this loaded term couldn’t begin to do it justice.
Douglas E. Richards (Portals)
Whenever I talk with fellow Christians about the necessity of an intellectually responsible faith, I often receive a response that is a mixture of agreement and anxiety. Most Christians would agree that our belief system should not look like the secular caricature–a blind leap past the cliff edge of rationality. However, in some important respects, many believers are at a loss for how to improve upon loving God with their minds. The vast number of books, journals, articles, video lectures, online courses, and formal degree programs overwhelms them, and sadly, many never begin at all, choosing instead to continue through life with an intellectually shallow, emotions-driven faith. Others do just enough studying to make them dangerous. In this post, I’d like to offer a short set of guidelines for Christians who wish to be obedient to the command to worship God with their minds while avoiding the common pitfalls that, quite frankly, produce more stumbling blocks for unbelievers than they remove.
Melissa Cain Travis
Whenever I talk with fellow Christians about the necessity of an intellectually responsible faith, I often receive a response that is a mixture of agreement and anxiety. Most Christians would agree that our belief system should not look like the secular caricature–a blind leap past the cliff edge of rationality. However, in some important respects, many believers are at a loss for how to improve upon loving God with their minds. The vast number of books, journals, articles, video lectures, online courses, and formal degree programs overwhelms them, and sadly, many never begin at all, choosing instead to continue through life with an intellectually shallow, emotions-driven faith. Others do just enough studying to make them dangerous.
Melissa Cain Travis
second major driver of open knowledge has emerged. These are MOOCs (massive open online courses), which broadcast lectures to tens of thousands of people who have an Internet connection and want to sign up.
Eric J. Topol (The Patient Will See You Now: The Future of Medicine is in Your Hands)
What happened next transfixed many readers. (Jeffrey Lewis, an arms expert in California, captured and posted the exchange online.) “I can’t find the chemical and physical properties of sarin gas [sic] someone please help me,” the student tweeted. Kaszeta offered his help. He corrected her by noting that Sarin isn’t a gas and that the word should be capitalized. As Lewis later wryly noted, “Dan’s help [met] with a welcome sigh of relief from our beleaguered student.” Actually, it met with a string of expletives. The student lectured the expert in a gale-force storm of outraged ego: “yes the [expletive] it is a gas you ignorant [expletive]. sarin is a liquid & can evaporate … shut the [expletive] up.” Kaszeta, clearly stunned, tried one more time: “Google me. I’m an expert on Sarin. Sorry for offering to help.” Things did not improve before the exchange finally ended. One
Thomas M. Nichols (The Death of Expertise: The Campaign against Established Knowledge and Why it Matters)
The traditional university will surely be gone in fifty years, swept away by technology. Why pay huge fees to spend three years on one campus, earning the right to be paid not very much more in the real world than non-graduates, rather than putting together your own combination of online courses, marked and graded online, using the lectures of the best teachers in the field wherever they happen to be?
Matt Ridley (The Evolution of Everything: How New Ideas Emerge)
The words looped in my head. Download it for free. Cheerful, triumphant. Download it for free! What a freaking bargain. “I’m sorry,” I said. “She found what?” "That website. Meems, what was the name again? Bongo or something?” Mimi looked up from her iPad. “What are you talking about?” “That website where you found Sarah’s book.” "Oh,” she said. “Bingo. Haven’t you heard of it? It’s like an online library. You can download almost anything for free. It’s amazing.” My hands were shaking. I set down Jen’s phone, and then I set down the wineglass next to it. Without a coaster. "You mean a pirate site,” I said. “Oh God, no! I would never. It’s an online library.” "That’s what they call it. But they’re just stealing. They’re fencing stolen goods. Easy to do with electronic copies.” "No. That’s not true.” Mimi’s voice rose a little. Sharpened a little. “Libraries lend out e-books.” “Real libraries do. They buy them from the publisher. Sites like Bingo just upload unauthorized copies to sell advertising or put cookies on your phone or whatever else. They’re pirates.” There was a small, shrill silence. I lifted my wineglass and took a long drink, even though my fingers were trembling so badly, I knew everyone could see the vibration. "Well,” said Mimi. “It’s not like it matters. I mean, the book’s been out for years and everything, it’s like public domain.” I put down the wineglass and picked up my tote bag. “So I don’t have time to lecture you about copyright law or anything. Basically, if publishers don’t get paid, authors don’t get paid. That’s kind of how it works.” "Oh, come on,” said Mimi. “You got paid for this book.” "Not as much as you think. Definitely not as much as your husband gets paid to short derivatives or whatever he does that buys all this stuff.” I waved my hand at the walls. “And you know, fine, maybe it’s not the big sellers who suffer. It’s the midlist authors, the great names you never hear of, where every sale counts … What am I saying? You don’t care. None of you actually cares. Sitting here in your palaces in the sky. You never had to earn a penny of your own. Why the hell should you care about royalties?” I climbed out of my silver chair and hoisted my tote bag over my shoulder. “It’s about a dollar a book, by the way. Paid out every six months. So I walked all the way over here, gave up an evening of my life, and even if every single one of you had actually bought a legitimate copy, I would have earned about a dozen bucks for my trouble. Twelve dollars and a glass of cheap wine. I’ll see myself out.
Lauren Willig
I said degrees are dead, whether or not most people know it yet. The Internet killed them. But it didn’t kill them by putting lectures and courses online  –  remember, people don’t pay tuition for the lectures and courses. The Internet killed degrees because it brought the cost of information so low that now anyone anywhere can build a better signal than a degree through a digital footprint, brand, or body of work.
Isaac Morehouse (Crash Your Career)