Educational Technology at MIT: Institutional commitment and sustainable educational change

Educational Technology at MIT: Institutional commitment and sustainable educational change The Story Outside…….. Department of Computer Science at...
Author: Jemima Quinn
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Educational Technology at MIT: Institutional commitment and sustainable educational change

The Story Outside……..

Department of Computer Science at the University of Ghana in Legon • Faculty and department head, Professor Jacob Aryeetey, are using MIT OCW materials to update curriculum and accelerate the Ministry of Education’s accreditation process “OCW reflects current trends and thus provides an immediate bridge of the digital divide that would otherwise take five years to cross… Other sources for curriculum review include so much hassle and bureaucracy that by the time the review is made the material is easily years old… OCW bypasses all of that by connecting everyone in real-time to MIT’s most up-to-date material.” — Professor Jacob Aryeetey, head of Computer Science Dept.

OCW Self-learner case study Vikash Hurrydoss, software engineer from Mauritius Recent graduate of the University of Technology Mauritius Utilizes MIT OCW to stay abreast of new developments in his field, and to explore new areas of interest Utilizing MIT Professor Walter Lewin’s Physics I video lectures, Professor Gilbert Strang’s video lectures for Linear Algebra



“OCW has all of the things I believe a true education system should provide. An openness, and a sense of sharing. Not just for the sake of money, or getting the certificate, but just for the sake of learning, of sharing knowledge – and all this for free!”

Educator case study James Wixson instructor at University of Idaho, U.S.A. •

Adopted both course material and site structure of an MIT Sloan Course



Added his own material and modified the MIT OCW site



“I will probably differ in that I will introduce the concept of Value Engineering and I have a lecture prepared on FMEA. I haven’t seen these topics discussed in the MIT curriculum. But… OpenCourseWare gives me a fast start on the design of the course.”

Outcomes — Access data Traffic by Geographic Region (in Web hits, since 10/1/03)

19.0 M 182.6 M

66.9 M 10.8 M

84.1 M 25.7 M

3.3 M 22.9 M 5.4 M

Worldwide Collaboration through Online Laboratories

“If you can’t come to the lab… the lab will come to you!”

iLabs at MIT

Flagpole (Civil Eng., deployed 2000,)

Shake table (Civil Eng., deployed early 2004)

Polymer crystallization (Chem. E., deployed 2003) Microelectronics device characterization (EECS, deployed 1998)

Heat exchanger (Chem. E., deployed 2001)

Many Apps

Many Repositories

Repository OSID Adoption Repositories Technologies & Providers •

Fedora (Tufts/UVA)



SRW (MIT)



Dspace (MIT)



Z.39.50 (Oxford)



Giunti LearneXact LOBSTER LCMS



Visualizing Cultures (MIT)



SQI – Ariadne – Globe (Merlot, etc)



LionShare P2P Network

• • • • • • • • •

EduSource Canada Harvest Road Hive European Schoolnet Boston MFA (November) Jstor ARTStor iTunes U (Apple Education) Hypermedia Berlin (UCLA) California Digital Marketplace

The Story Inside

Electricity & Magnetism with Studio Physics    

Studio format Visualization/simulation Desktop lab experiments Student teams

Robot World Project based Collaborative engineering design •Curriculum for design fundamentals • Simulation tools • On-line collaboration environments • Peer-review assessment tools.

MIT faculty case study

Professor Karen Willcox, MIT Dept. of Aeronautics & Astronautics Teaches required aero/astro course to MIT juniors Surprised to find many MIT students were less proficient in relevant math than she expected “For example, even though I relied heavily on material from [Differential Equations], I had no idea how it was being taught -- or what was being taught.”



Now refers students to relevant OCW course sites, with problem sets, as a “flashback” to what math they need to understand for her course



“Down the line, I’d like to bring more of the technology into the classroom, so that while I was giving a lecture, I could give them a flashback to something they had seen in a previous course… This will create better linkages, and to fully integrate the learning experience.”

Was there a There there? “In retrospect it…… Provost Bob Brown

……….Almost looks like we had a strategy “

MIT Council on Educational Technology • Appointed fall 1999 • Mission: To provide strategic guidance and oversight of MIT efforts in developing infrastructure and initiatives in the application of technology to education. • Goal: To enhance the quality of MIT education through appropriate application of technology, both on-campus learning and distance learning

Strategy based on core values Sudents & Faculty Proximity

Inseparability of education and research Uniqueness of the MIT community

MIT values

! MIT’s core advantages are its reputation and its ability to bring together world-class students and faculty ! The faculty value both research and teaching highly, and would be uncomfortable with proposals that decrease the research emphasis ! Research and teaching should continue to be linked and synergistic ! Improving the quality of the on-campus experience is a high priority ! Preserving the quality of the MIT community is a high priority, and strengthening it is desirable ! MIT is unwilling to compromise on student standards for enrollment in degree programs ! Intimate student/faculty interactions should be preserved and enhanced ! Faculty time is the limiting resource in innovation ! Excellence: MIT should be an intellectual leader in all of its chosen fields ! Entrepreneurship: The culture of entrepreneurship and faculty autonomy must be preserved – e.g., individual freedom to pursue any self-funding activity consistent with MIT’s values ! Single- class faculty: Any expansion of the faculty would need to adhere to MIT’s relatively tight definition of faculty, in which all faculty participate in teaching, research and service.

18

The visions cluster around two goals •

Improve the experience “at home” – Enhance the core educational experience – Meet the lifelong learning needs of MIT students – Create flexible ways to pursue educational and research excellence – Engage and strengthen the MIT community



Expand MIT’s reach and influence – Expand MIT education globally to top-tier students – Offer MIT education and training to corporate partners – Create educational offerings for the mass market

CET Strategy

 Innovative Learning Environments Move away from large passive lectures

 Intellectual Commons Demonstrate intellectual and educational leadership by making materials freely available to the world

 Inter-Institutional Collaboration Explore new ways to collaborate with other universities and private industry

 Extended University Community Use technology to enhance on-campus education and engage members of the community, both alumni and the public

CET Strategy: Innovative Learning Environments

16.684 Product Evolution

Conceptual Design Phase (C) Preliminary Design Phase (D) Critical Design Phase (I)

Flight Hardware Fabrication (I)

Flight Operations Phase (O)

Video

Active sketching with Magic Paper

CET Strategy: Intellectual Commons

New initiative: dotLRN

Open Content http://ocw.mit.edu/ “OpenCourseWare looks counter-intuitive in a market-driven world. It goes against the grain of current material values. But it really is consistent with what I believe is the best about MIT. It is innovative. It expresses our belief in the way education can be advanced – by constantly widening access to information and by inspiring others to participate.” – Charles M. Vest, President of MIT Sept. 2001

A community of problem-solvers • Question How is the Internet going to be used in education, and what is your university going to do about it? • An answer from the MIT Faculty is this: Use it to provide free access to the primary materials for virtually all our courses. We are going to make our educational material available to students, faculty, and other learners, anywhere in the world, at any time, for free.

What is MIT OCW? MIT OpenCourseWare IS • An MIT education NOT: • Intended to represent the interactive classroom environment • Degree-granting

• A Web-based MIT OpenCourseWare IS: publication of virtually all MIT course content • Open and available to the world • A permanent MIT

Implementation — 1265 courses available Site Highlights › Syllabus › Course Calendar › Lecture Notes › Exams › Problem/Solution Sets › Labs and Projects › Video Lectures

Intellectual property › Course materials available under a Creative Commons (http://creativecommons.org) license that: – Grants users the right to use and distribute the materials either as-is, or in a modified form

• Obliges users to meet three use requirements: – Use must be non-commercial – Materials must be attributed to MIT and original author or contributor – Publication or distribution of original or derivative materials must be offered freely under identical terms “share alike”

Implementation External outreach strategies › Foster use of MIT OCW materials through awareness-building • UNESCO • United Nations University • World Bank

› Expand access to MIT OCW materials • Translations  Universia (Spanish and Portuguese)  CORE (Simplified Chinese)  Chulalongkorn University (Thai)  VOICE (Vietnamese)

• Mirror sites  76 known sites, mostly in Africa and East Asia

Traffic to MIT OCW by World Bank Geographic Region In Web hits, since October 1, 2003 33.4 M 315.6 M

110.6 M

152.2

24.6 M Hits Since 10/1/03 North 315,583, America 941 152,232, East Asia 689 Western 110,572, Europe 227 45,928,9 South Asia 84 Latin 37,369,6 America 23 Eastern 33,377,2 Europe and 82 Central Asia 24,605,1 MENA 17 Region

Hit % 42.9 20.7 15.0 6.2 5.1 4.5 3.3

37.4 M

45.9 M

5.8 M 9.8 M

Traffic to MIT OCW from Countries Outside the United States January 2006, in Web hits Country 1 India 2 China 3 Canada 4 5 6 7 8 9

United Kingdom South Korea

Web Hits

Country

2,498,328

11 Japan

539,438

2,392,600

12 France

514,524

1,265,739

13 Italy

474,115

14 Australia

421,283

15 Spain

374,078

16 Brazil

315,866

17 Mexico

296,948

18 Singapore

282,658

19 Romania

281,994

20 Netherlands

266,889

936,703 862,582

Turkey

647,279

Vietnam

632,841

Germany

589,523

Iran

552,156

10 Taiwan

551,646

Web Hits

Emerging OpenCourseWare Projects The OCW Consortium United States • Harvard Law School Berkman Center • Johns Hopkins School of Public Health • Tufts University • University of Michigan School of Information • University of Notre Dame • Utah State University China (CORE) • Peking University • Tsinghua University • Beijing Jiaotong University • Dalian Univ. of Technology • Central South University • Xi'an Jiaotong University • Central Radio & TV Univ. • Sichuan University • Zhejiang University • Beijing Normal University • Plus 146 more

France • Telecom Paris • Ecole Polytechnique • Techniques Avancées • Ponts et Chaussées • Ecole des Mines de Paris • Chimie Paris • Physique-Chimie • Agronomie • Statistiques et Economie • Eaux et Forets • Arts et Métiers Japan • Keio University • Kyoto University • Osaka University • Tokyo Institute of Technology • University of Tokyo • Waseda University

• U. • U. • U. • U. • U. • U. • U. • U. • U. • U. • U. • U.

Spain Politécnica de Madrid Santiago de Compostela Barcelona Islas Baleares Rovira i Virgili Jaume I Murcia Alicante Politécnica de Valencia Autónoma de Madrid Complutense de Madrid Sevilla

• U. Aveiro

Portugal

Vietnam • FETP OpenCourseWare India • NPTEL(IIITS,IISC) • IIIT-BANGALORE • Rai University • Somaiya Vidyavihar

Open Courses Now Available on the Web Total OCW Courses Available, 10/03 - 6/05 Other OCWs include:

› Johns Hopkins

School of Public Health

› Tufts University › Utah State University

› Japan OCW Alliance

› CORE › FETP › ENSTA

Translations Total translations of MIT content:

› 95 Spanish › 92 Portuguese › 110 Simplified Chinese

› 25 Traditional Chinese

› 15 Thai › 337 Total

MIT and Translation Affiliate Visits, 10/03 to 09/05

More Recently

Applications for Digital Repositories

Software Tools for Academics and ResearchersTEALSim

star PDBViewer will be used for: •Experimental Biology & Communication

Visualization Framework Developed and used for Physics at MIT Applied to Biology (Protein Visualization) Applicable to Quantum Chem:Chem E.

Towards Sustainable Educational Value

Goals • •

• • • •

Linkage and Coherence across initiatives Managing the Educational Content Lifecycle from Acquisition to Archiving – Efficiency in Production and Use – Effectiveness for educational use Interoperable with Campus Infrastructures and other Educational Software Flexible to meet a variety of Educational Needs Portability and Sharing of applications Sustainability

Open Standards

Open Knowledge Initiative http://sourceforge.net/projects/okiproject

"an open and extensible architecture that specifies how the components of an educational software environment communicate with each other and with other enterprise systems."

Motivation: from Extensible LMS… • Interoperable with campus infrastructures and other educational software • Flexible to meet a variety of Educational Needs • Scalable and Maintainable to…

...Architecture for Sustainable Ecology Open specifications that •

describe how the components of a learning technology environment communicate with each other and with other campus systems.



clearly define points of interoperability to allow the components of a complex learning environment to be developed and updated independently of each other leading to…

Where are we going? Commoditization

Tool Modularity/Integration

“Stovepipe” Applications

Technology to Education Value: The Myths from VK interview CAMPUS TECHNOLOGY | October 2005)



10 Myth: Technology is the reason educators adopt technology. – Education is the reason educators adopt technology. – It is the whole educational value and experience with the technology that matters.



8Myth: We need whole new technologies specifically for education. – We don’t have to create unique technologies for unique needs. Service layers and interfaces can be built around simple, available technologies.



7Myth: Available technologies, with no changes, can be used for education. – Most available technologies are not designed for education. – Technologies have to be made compatible with the culture of education and adaptable for different teaching and learning situations.

Educational Opportunity Ecology

Open Content Open Tools

Open Architecture Open Standards Open Systems Open

Access

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