Educational Technology News - All Years

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  • Using Bitcoin's blockchain technology, the Institute has become one of the first universities to issue recipient-owned virtual credentials.

    In 1868, the fledgling Massachusetts Institute of Technology on Boylston Street awarded its first diplomas to 14 graduates. Since then, it has issued paper credentials to more than 207,000 undergraduate and graduate students in much the same way.

  • The ATIC staff (Assistive Technology Information Center) held our annual IAP Open House on February 2, welcoming about 35-40 attendees, both from within MIT and beyond. We demonstrated various assistive technologies, such as screen reading, magnification, voice recognition, and scan-and-read software. Our accessibility and usability experts talked with visitors about tools they can use to check websites for accessibility and usability evaluation tools.

  • On October 12 and November 2nd, Kate Quinn and Kathy Cahill of the ATIC/Accessibility/Usability Team conducted two “teatime” information sessions on Assistive Technologies for students with disabilities, with the assistance of staff from Student Disabilities Services (SDS). One session was about Distraction Free Tools, providing information to students about technology-based tools such as website, email, and ad blockers that help students focus on work that needs to be done. Kate also demonstrated web-based timer tools that help students work on tasks for a preset amount of time.

  • As a part of MIT’s Open House celebrating 100 years in Cambridge, Student Disabilities Services (SDS) and the Assistive Technology Information Center (ATIC) united to showcase technology used by MIT students with disabilities. A panel of five current and past students with varying barriers to access shared how they have overcome adversity through the use of technology and disability services.

    Included in the panel was graduate student David Hayden, who developed and uses technology to help students with low vision. His device mounts on a desk and is used to enlarge classroom whiteboards and project the image onto students’ laptop screens for easier note-taking, allowing them to control the size, contrast, and other visual features of the image. Many students with visual disabilities at MIT and beyond currently benefit from this technology.

    Another student panelist was alumnus Ian Smith, who spoke about his journey here at MIT with regard to his hearing loss...

  • Awards honor faculty and instructors who have effectively leveraged digital technology to improve teaching and learning at MIT.

    This year marks the launch of the MIT Teaching with Digital Technology Awards. Co-sponsored by the Office of Digital Learning (ODL), the Dean of Undergraduate Education (DUE) and the Office of the Dean for Graduate Education (ODGE), the student-nominated awards recognize faculty and instructors who have effectively leveraged digital technology to improve teaching and learning at MIT. The winners are:

  • Two new programs, MakerBucks and MakerLodge, for MIT freshman will provide training, funds, and community for makers.

    The maker movement is on the rise.

    From electronics to robotics, metalworking to woodworking, jewelry making to composting, popular fascination with the maker culture is quickly spreading and inspiring a new crop of do-it-yourselfers.

  • Editor’s Note: As of February 2, the Assistive Technology Information Center (ATIC) officially became a part of UAAP. Formerly under the auspices of IS&T, ATIC (pronounced like “attic") provides assistive technology services as well as consultations on web accessibility and usability. For DUE staff who are not familiar with the center, ATIC's Kathy Cahill describes the services they offer and how they collaborate with other MIT offices and programs. Please take a few minutes to learn more about the center and extend a warm welcome to the ATIC staff!

  • MIT President L. Rafael Reif announced today a significant expansion of the Institute’s programs in learning research and online and digital education — from pre-kindergarten through residential higher education and lifelong learning — that fulfills a number of recommendations made in 2014 by the Institute-Wide Task Force on the Future of MIT Education.

  • Since its inception in the fall of 2012, MITx--an initiative to provide open, online courses to anyone around the world--has grown steadily, both in users and in the number of courses offered. Although MITx is a global initiative, its impact here on campus is clearly apparent, as well; the Institutional Research section of the Office of the Provost found that as of spring 2014, over 65% of current undergraduates have taken a course which used the residential MITx system. The chart below traces the expansion of MITx at MIT during the past two years.

  • TLL's collection of STEM Concept Videos is now accessible to the world on OCW! For the last two and a half years, the Teaching and Learning Lab has been developing these educational videos in collaboration with MIT faculty, instructors, post-docs, and graduate students who narrated the videos and often lent examples of their own research to the content.

    This video collection, funded by the MIT - Singapore University of Technology and Design (SUTD) collaboration, targets content from the first three semesters of the undergraduate curriculum at SUTD. Many of the courses students take in their first three semesters at SUTD look very similar to MIT GIR courses and the prerequisite courses for many STEM (science, technology, engineering, math) undergraduate programs across the U.S.

    OCW Video Theme IconsThe goals of the videos are three-fold:

    1. to reinforce pivotal concepts and multidisciplinary themes,
    2. to provide opportunities for students to actively engage with content, and
    3. to provide real-world examples from everyday life, or from research, of the utility of these concepts.

    The videos utilize animations, visualizations, demonstrations, and/or examples from a variety of engineering and science disciplines to further the intended learning outcomes. Times to pause the video are incorporated to allow for student interaction—providing opportunities for students to predict the result of demonstrations, engage in discussion of concepts, and perform classroom activities tied to the video’s intended learning outcomes. The videos are meant to supplement classroom instruction.  Instructors might use snippets of video in class or students might watch them outside of class to review a concept or prepare for class discussion.

    “We are pleased to share this collection of videos with students and teachers across the globe through OCW,” said Dipa Shah, project manager and video scriptwriter. “We are also conducting assessments on the use of these videos by MIT students and look forward to feedback from the MIT community.”