When Jay Keyser arrived at MIT in 1977 to head theDepartment of Linguistics and Philosophy, he writes, he "felt like a fishthat had been introduced to water for the first time." At MIT, acolleague grabbed him by the lapels to discuss dark matter; Noam Chomsky calledhim "boss" (double SOB spelled backward?); and engaging in conflictresolution made him feel like "a marriage counselor trying to reconcile aunion between a Jehovah’s witness and a vampire."In Mens et Mania, Keyserrecounts his academic and administrative adventures during a career of morethan thirty years.
MIT was founded in 1861 as a polytechnic institute in Boston's Back Bay, overshadowed by its neighbor across the Charles River, Harvard University. Harvard offered a classical education to young men ofAmerica's ruling class; the early MIT trained men (and a few women) from all parts of society as engineers for the nation's burgeoning industries. Over theyears, MIT expanded its mission and ventured into other fields—pure science, social science, the humanities—and established itself in Cambridge as Harvard's enduring rival.
Digital media and technology have become culturally and economically powerful parts of contemporary middle-class American childhoods. Immersed in various forms of digital media as well as mobile and Web-based technologies, young people today appear to develop knowledge and skills through participation in media. This MacArthur Report examines the ways in which afterschool programs, libraries, and museums use digital media to support extracurricular learning.
Quest to Learn, an innovative school for grades 6 to 12 in New York City, grew out of the idea that gaming and game design offer a promising new paradigm for curriculum and learning. The designers of Quest to Learn developed an approach to learning that draws from what games do best: drop kids into inquiry-based, complex problem spaces that are built to help players understand how they are doing, what they need to work on, and where to go next.
How did MIT become MIT? The Massachusetts Institute of Technology marks the 150th anniversary of its founding in 2011. Over the years, MIT has lived by its motto, “Mens et Manus” (“Mind and Hand”), dedicating itself to the pursuit of knowledge and its application to real-world problems. MIT has produced leading scholars in fields ranging from aeronautics to economics, invented entire academic disciplines, and transformed ideas into market-ready devices. This book examines a series of turning points, crucial decisions that helped define MIT.
The perpetual connectivity made possible by twenty-first-century technology has profoundly affected instruction and learning. Emerging technologies that upend traditional notions of communication and community also influence the ways we design and evaluate instruction and how we understand learning and learning environments. In Instruction and Technology, Brad Mehlenbacher offers a detailed, multidisciplinary analysis of the dynamic relationship between technology and learning.
In this report, noted scholar James Paul Gee discusses the evolution of digital media and learning (DMAL) from its infancy as an “academic area” into a more organized field or coherent discipline. Distinguishing among academic areas, fields, disciplinary specializations, and thematic disciplines, Gee describes other academic areas that have fallen into these categories or developed into established disciplines. He argues that DMAL will not evolve until a real coherence develops through collaboration and the accumulation of shared knowledge.
Over the past two decades, the way we learn has changed dramatically. We have new sources of information and new ways to exchange and to interact with information. But our schools and the way we teach have remained largely the same for years, even centuries. What happens to traditional educational institutions when learning also takes place on a vast range of Internet sites, from Pokemon Web pages to Wikipedia? This report investigates how traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites.
Conventional wisdom about young people’s use of digital technology often equates generational identity with technology identity: today’s teens seem constantly plugged in to video games, social networking sites, and text messaging. Yet there is little actual research that investigates the intricate dynamics of youths’ social and recreational use of digital media.
The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world--its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era--combined with a revolution in information technology, raise fundamental questions about the education of today’s artists.