Opening Up Education:
The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge
CAMBRIDGE, Mass. — Walter H. G. Lewin, 71, a physics professor, has long had a cult following at M.I.T. And he has now emerged as an international Internet guru, thanks to the global classroom the institute created to spread knowledge through cyberspace.
Researchers at MIT have released a video and audio search tool that solves one of the most challenging problems in the field: how to break up a lengthy academic lecture into manageable chunks, pinpoint the location of keywords, and direct the user to them.
You may not have the grades, the money or even the means to get to a physics class with one of the Massachusetts Institute of Technology?s best lecturers.
But if you have an Internet connection anywhere in the world, you can watch a video of the Dutch-born physics professor, Walter Lewin, swinging on a cable across the front of a lecture hall in his "Classical Mechanics" course to demonstrate that weight doesn?t affect the time it takes a pendulum to complete a cycle of motion.
This is the final installment in our multi-part series showcasing the serious game projects of the MIT Comparative Media Studies Program. We haven't exhausted our projects but this sample gives you a taste of the range of different paradigms we have deployed. Here, I offer my own thoughts about what these projects have in common, suggesting that they collectively represent a distinctive contribution to the field of games and education.
In part five of our series on serious game projects involving the MIT Comparative Media Studies Program, we focus on iCue, a soon to be launched collaboration with NBC News. iCue emerged from conversations between the MIT Education Arcade and NBC News in early 2006. Product development is being managed by NBC News and the NBC Technology Growth Center in New York, with portions of the information architecture, technical implementation, and game engine being executed with iFactory in Boston. The MIT Education Arcade continues to work with NBC News to research user behavior and performance, supporting NBC's product and educational programming development.
This is part four of a multipart series documenting the thinking behind some of the key serious games initiatives which have come out of the Comparative Media Studies Program over the past few years. Learning Games to Go was a partnership between MIT's Education Arcade, Maryland Public Television, Macro International, and Johns Hopkins University, funded by a grant from the U.S. Department of Education.
This is part Three in a multipart series showcasing the serious games work being done by the MIT Comparative Media Studies Program. Today, we focus onBackflow, one of the games developed this summer as part of our newly launched Singapore-MIT GAMBIT Lab.
This is part two of a multipart series showcasing the serious games projects associated with the MIT Comparative Media Studies Program. Today, we focus on the work which Eric Klopfer and colleagues have done through the MIT Teachers Education Program using handheld games.
This is the first installment of a five part series showcasing the evolution of The Comparative Media Studies Program's thinking about Serious Games. The idea for Revolution emerged as part of the Games to Teach Project, funded by a Microsoft iCampus grant, and later became the flagship project for the Education Arcade. It was a complicated project spanning five semesters, starting in Fall 2002 an
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Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge
CAMBRIDGE, Mass. — Walter H. G. Lewin, 71, a physics professor, has long had a cult following at M.I.T. And he has now emerged as an international Internet guru, thanks to the global classroom the institute created to spread knowledge through cyberspace.
This is the final installment in our multi-part series showcasing the serious game projects of the MIT Comparative Media Studies Program. We haven't exhausted our projects but this sample gives you a taste of the range of different paradigms we have deployed. Here, I offer my own thoughts about what these projects have in common, suggesting that they collectively represent a distinctive contribution to the field of games and education.
This is the first installment of a five part series showcasing the evolution of The Comparative Media Studies Program's thinking about Serious Games. The idea for Revolution emerged as part of the Games to Teach Project, funded by a Microsoft iCampus grant, and later became the flagship project for the Education Arcade. It was a complicated project spanning five semesters, starting in Fall 2002 an
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