openHPI offers the interested public online courses with a diverse focus. A part of the courses targets a broad audience providing an introduction to the fundamentals of computer science and digital technologies. Topics include, for example, the workings of the Internet and the WWW, the building of databases, or security technology in IT. Other courses aim at a specialized audience. The objective of this course group is to familiarize participants with the latest innovations in computer science research, such as in-memory data management, the semantic web or, multicore and cloud computing. We also offer Workshops for learning programming languages such as Java or Python. Course languages are German and English.
Depending on prior knowledge, per course week three to six hours should generally be planned for the serious study of course material. This time is devoted to the learning videos, reading materials, and checking one’s progress with the provided self-tests, as well as active participation in the discussion forums. Upon successful completion of the homework and the online final test, participants receive a certificate from the Hasso Plattner Institute. Our customized, interactive online courses are geared towards: * Those interested in furthering their career through knowledge of the latest IT technology. * Working professionals who want to improve and deepen their IT skills for work. * Students and all others interested in IT topics and those who want to increase their knowledge of the digital world. High school and middle school pupils are also encouraged to participate in the courses.
It's simple! Choose a course and enroll:
¹ Note: Make sure you have "Receive announcements for courses you are enrolled to" enabled in the Notifications so that you receive email notifications of new course content.
openHPI courses have a structure of 2- to 6-week learning units. Each course starts with a short video introduction. In each course week, various learning materials are provided – starting with learning videos, self-tests, and (small) graded or ungraded exercises up to final exams:
The knowledge of the weekly modules builds on each other.
Here you can find a detailed list of frequently asked questions.
If our FAQ does not help, we also explain there how to contact us for further assistance.
openHPI is the MOOC platform of the Hasso Plattner Institute (HPI). MOOCs - Massive Open Online Courses - are one of the most innovative forms of learning. Our topics range from IT security and programming workshops for beginners to more complex database technologies for advanced learners. Thus, we represent those areas that also belong to the proven expertise of the Hasso Plattner Institute. We continuously produce new courses, among others, those that build on previous courses.
Our courses therefore offer:
The whole process is also vividly demonstrated in our animated introductory video.
Massive Open Online Courses represent a young paradigm of e-learning within the higher education sector, which has become more and more popular and widespread since 2011. For a better understanding of the term MOOC we would like to start with spelling out this acronym.
|M assive||Potentially thousands or even tens of thousands of people participate, which means a highly scalable mode of teaching from the viewpoint of an instructor. There is a huge diversity with respect to geographical, cultural or biographical background among participants, which results in multiple perspectives and ideas within the learning community.|
|O pen||Everybody can participate as long as he or she has a sufficient internet connection and a valid e-mail address. There are no formal or institutional access hurdles. Participation in the course is free.|
|O nline||Participation is conducted completely online and so is the course maintenance by the teaching staff. Modern web technologies enable access to multimedia learning resources, working on tasks to apply one's knowledge and interaction between participants within a virtual learning community. All these features are browser based without the need to install multiple applications on one's local machine.|
|C ourse||Some structural elements from the traditional education setting are preserved, other aspects differ completely: In most MOOCs there is an official starting and closing date and typically a new chapter is released each week. This provides some structure to ensure all learners are on the same page. In sharp contrast to the traditional lecture setting, within a specific week learners are free to choose when (in the morning, late at night?) and where (at the breakfast table, while commuting to work, or in the library?) they spend their time to browse the learning resources and work on tasks. They communicate asynchronously with the other participants to discuss the content and help each other with open questions. Curriculum design emphasizes breaking down each chapter into smaller chunks of information about specific concepts. Participants receive instant and automated feedback about one's knowledge acquisition.|
In the late 90ies some universities like the MIT and Carnegie Mellon in the US and the University of Tübingen in Germany began to provide recordings of some lectures online. In essence, the open course ware movement with its mission of opening up higher education to the general public was much about giving free access to already existing learning resources.
The openHPI project at Hasso Plattner Institute also roots in our tele-TASK project, which is an integrated system to easily record a lecturer's talk alongside the accompanying presentation slides. Since then, almost all lectures and talks with visiting scholars at Hasso Plattner Institute have been digitized.
Will it be possible to enrich learning resources with other didactic features such as providing practical tasks to apply one's knowledge and giving instant feedback about one's learning process, as well as fostering interaction of learners within a virtual community? This question was asked around 2010 by Sebastian Thrun, in those days professor for computer science at Stanford University. He began to offer a course about artificial intelligence online and resonance was positive in that an incredible high number of around 160,000 learners from around the world joined this class, some of them participating actively and some at least checking out some parts of it. Since then, Thrun concentrated on providing more courses which not only transfer learning resources from the classroom, but structure curriculum and design content explicitly for the online medium. With the work by Thrun and other scholars, the MOOC was born.
In 2012, other teachers and institutions began to offer Massive Open Online Courses about higher education content as well, and different platforms have evolved building a new e-learning ecosystem. Those initiatives often came from universities in the US, but also Germany was very early part of the movement. The first MOOC on openHPI ran in the summer of 2012.
While our own IT-related courses are offered here on openHPI, our self-developed platform is also used for other MOOC offerings:
If your company is interested in offering courses on mooc.house or its own platform, contact us for more information.
This page was last changed at Fri, 24 Feb 2023 11:02:49 +0000.