Dean for Digital Learning Krishna Rajagopal discusses MIT's response to COVID-19, especially its efforts to prepare and support thousands of professors and students as they switched to teaching and learning remotely. Rajagopal also discusses several resources that other educational institutions and instructors may find useful.
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Date: 21 April 2020
MIT FULL STEAM Ahead is a collection of resources that MIT is putting together for teaching and learning online. These are meant as a rapid response to the need for online resources during the COVID-19 pandemic.
Date: 17 April 2020
Database of remote learning guidance from all 50 state education agencies.
Date: 17 April 2020
Justin Reich, MIT professor and director of the Teaching Systems Lab hosts a public webinar on the release of a new TSL paper that outlines every U.S. state guidelines on distance learning during the COVID-19 pandemic.
Date: 3 April 2020
| In this hands-on workshop, we’ll explore the phenomena of balance and center of gravity using simple, everyday materials. We’ll use this shared learning experience to discuss the role of open-ended inquiry and providing students to develop conceptual understanding of some of the basic principles that govern mechanics and many physical systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Date: 2 April 2020
In this session from the J-WEL Connections online event, he discusses strategies for educators in managing the disruptions caused by the COVID-19 pandemic.
Date: 2 April 2020
An analysis of the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020.
Date: 1 April 2020
This report aims at supporting education decision making to develop and implement effective education responses to the COVID-19 Pandemic.
Date: 31 March 2020
This is the NSF report from the Committee for the Study of Invention that Professor Merton Flemings chaired. Professor Flemings was our faculty director before Michael Cima. The subcommittee on “Advancing Inventive Creativity Through Education” that produced the paper How Should Education Change to Improve our Culture of Inventiveness? that starts on page 52 in the report.
Date: 31 March 2020
Dr. Peter Senge and Dr. Mette Böll discuss 4 Pillars of Well-Being, offers a conceptual framework for promoting well-being based on the research of Dr. Richard Davidson and the Center for Healthy Minds at the Univ. of Wisconsin, and offer participants the chance to practice using the tool.
Date: 31 March 2020
| In this hands-on workshop, we’ll explore the phenomena of balance and center of gravity using simple, everyday materials. We’ll use this shared learning experience to discuss the role of open-ended inquiry and providing students to develop conceptual understanding of some of the basic principles that govern mechanics and many physical systems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Date: 30 March 2020
We will engage teachers in Latin America to develop and lead hands-on, student-centered, project-based learning activities that foster STEM skills, especially focused on empowering low socio-economic status students. Key outputs include a curriculum of open-sourced and vetted activities, a community of skilled teacher-evangelists, and increased MIT/J-WEL regional outreach.
Date: 30 March 2020
Vice Chancellor for Undergraduate and Graduate Education Ian A. Waitz explains how MIT has redesigned the course requirements and grading policy for the first year of undergraduate education to improve student success.
Date: 26 March 2020
During this webinar, MITili's Jeff Dieffenbach provides examples of credentials in action by examining two case studies -- the first, from the employer side, and the second from the learning management side.
Date: 25 March 2020
This special issue of Technology and Innovation explores ways educators are designing and making available to diverse groups of people opportunities to learn the processes, practices, and ways of thinking like inventors.
Date: 25 March 2020
This article explores the development of high school students’ identities as inventors at the end of their participation in the national InvenTeams™ invention education initiative sponsored by the Lemelson-MIT Program. Our study was guided by an interactional ethnographic perspective through which we sought to understand students’ emic perspectives as to why they did or did not see themselves as inventors after working as inventors across the school year
Date: 25 March 2020
This study examines the benefits of a middle school “invention” curriculum—an inquiry and project-based approach to teaching science that gives students opportunities to learn ways of thinking like inventors. In this article, we focus on modifications made to this curriculum to make it more accessible to English language learners (ELLs). Visualizations, visualized formulae, and science literacy activities were added to help ELLs access the subject matter more effectively.
Date: 25 March 2020
This paper reports an exploratory case study on broadening youth participation in invention education by supporting teachers’ efforts to bring invention education into middle school science classrooms. Invention education has been suggested to be highly promising for engaging and empowering youth in science, technology, engineering, and mathematics (STEM) learning; sustaining their interest; and preparing them to become future inventors and innovators.
Date: 25 March 2020
This article reports findings from the study of the Lemelson-MIT Program’s 14-year-old high school InvenTeams initiative and related policy implications for increasing gender diversity among U.S. patent holders through invention education in high school.