dev-Events-widget 2017-09-17T12:16:48+00:00
  • xTalk: Faculty Innovators Wolfgang Ketterle & Lorna Gibson at Building 4 12/18/2017
    Professors Wolfgang Ketterle and Lorna Gibson use the flipped classroom in their teaching as a vehicle for activating learning and engaging students. Prof. Ketterle had his residential MIT students watch the video lectures from his MOOC as preparation before class. This completely changed the dynamics in his classroom. “Using online material in [my] residential course was transformative for me as a teacher.” It allowed him to engage in a series of surprisingly deep conversations with his class — discussions that were the most interactive he’d ever experienced. An advantage for Prof. Gibson in flipping her class and using online problem sets was that the p-sets were now in sync with the lecture material. The students would watch a set of videos, attend a face-to-face recitation with Gibson, do a combination of written and online problem sets, receive immediate feedback on the online portion, and take an assesment quiz — all within nine days.  In addition, her students liked the flexible access to videos and other online material. Moderated by Dean for Digital Learning Krishna Rajagopal, this xTalk will offer an opportunity to hear additional thoughts from Ketterle and Gibson on the challenges and opportunities of a flipped classroom.   Nobel Laureate Wolfgang Ketterle is MIT professor of Physics. MacVicar Fellow Lorna GIbson is MIT professor of Materials Science and Engineering. 
  • xTalk: Claire Petitmengin – Exploring the Hidden Side of Lived Experience through Micro-phenomenology at Building 1 12/13/2017
    What's happening when an idea comes to us? When we listen to a course, read an article, or write an e-mail? When we discover an artwork, listen to a piece of music, or breathe a perfume? As cognitive science has shown very convincingly, a large part of these phenomena, which constitute the very texture of our existence, escape awareness and verbal description, and have thus far been excluded from scientific investigation. However, these difficulties do not mean that our experience is out of reach. They mean that accessing it requires a particular expertise, which consists in carrying out specific acts. Micro-phenomenology is a new scientific discipline aiming at triggering such acts. It enables us to discover ordinary inaccessible dimensions of our lived experience and describe them very accurately and reliably. The development of this "psychological microscope" opens vast fields of investigation in the educational, technological, clinical and therapeutic, as well as artistic and contemplative domains. Notably, it enables us to explore a deeply pre-reflective, transmodal and gestural dimension of our experience that seems to play an essential role in the process of emergence of any meaning and understanding. Claire Petitmengin is Professor Emerita at Mines-Télécom Institute and Member of the Archives Husserl, Ecole Normale Supérieure, Paris.
  • xTalk: Interactivity & Connectedness in the Classroom: Digital Tools for Collaborative Learning at Building 3 11/30/2017
    Dr Kyle Keane, with colleagues Ian Kim Riley, Andrew Ringler, and Mark Vrablic will introduce some digital tools and classroom management strategies to have students learn-by-doing through content creation rather than consumption. Keane's team has built a simple system that allows students to design, create, and publish gesture-based, videogame-like simulations using the Microsoft Kinect. These simulations can allow users to 'play and experience' scientific concepts in a more tangible and kinesthetic manner. For example, we have built a 'molecular dynamics' simulation that shows a cluster of interacting molecules; to 'play' with the molecules, the user closes their hand in front of the screen to select a molecule and then drags the molecule to see how it affects the other molecules. This type of simulation can be used to introduce scientific concepts to the general public and incoming freshmen, or it can be used to further clarify the fundamentals for students who have already learned about the concept in a more traditional way. Keane and his team used this framework to run a nine-day IAP project-based workshop where students formed small teams with diverse backgrounds to collaboratively create their own simulation for the system. They documented and published the workshop on OCW for others to draw from.  During this presentation, Keane, Riley, Ringler, and Vrablic will discuss their method of engaging students (some with no previous programming experience) in every stage of the ideation, design, creation, and testing of their team¹s project. They will discuss the importance of storytelling and collaboration while demonstrating how they use technology to facilitate this in a classroom. Part of the presentation will be an opprtunity to hear about the lead developer's own experience building this project as a UROP and running the IAP workshop.  The entire simulation system will be set up for use after the presentation and there will be ample time for attendees to 'play' with the current set of simulations.  Dr Kyle Keane is a lecturer in the department of Materials Science and Engineering. Andrew Ringler is an affiliate with DSME. Mark Vrablic is an MIT undergraduate majoring in EECS.