Open course ware

STEPHEN CARPENTER: Part of what I do is work with people who are preparing to be K-12 art teachers. I actually work with artists. I've taught studio-based courses in ceramics, drawing. And I'm also working with grad students who are interested in engaging in research about and through and within art practices, visual cultural practices. So there's this range of folks with whom I'm working. So one of your-- I'm trying to negotiate a place to enter, Larry. And one of the things that you said was how explicit am I with, as we've been calling it, this hidden agenda, a hidden curriculum? LARRY SUSSKIND: Not as an agenda STEPHEN CARPENTER: No, but it's the same thing, right? In many cases, it's the same thing, right? Because you have an agenda that you're trying to cover, whether it's an official agenda, we can correlate that to the official curriculum. And I'm pulling this term, these curriculum pieces from the work of George Posner ...

An important part of your image making, mostly small devices, is what you use for backgrounds, or how to view backgrounds. You know, you can make some very interesting images even more interesting if you subtlety suggest a certain kind of background that works, that's relevant. Your selection can really change your image. Sometimes you have to be kind of careful 'cause the background can overtake what you want to say and we'll see that in a moment. So take for example this image that I made of an assemblage of pieces. And I took it on a surface against a white wall, which is what a lot of you do and, the issue for me is that even though you don't think that the view sees it, the viewer does see the horizon, where the two pieces of material meet. You might say, 'Well, what what's the big deal'? Well, you should start really getting into the habit of trying to edit out anything that is ambiguous or that is not giving the viewer a very clear view ...

ANJALI SASTRY: Part of our challenge as teachers is to help make sure that we're embedding into their approach enough rigor, that we're looking at the data and the evidence and that it's being linked to the content we're teaching here. SARAH HANSEN: Today in the podcast, we're looking at a new kind of independent study. ANJALI SASTRY: Teaching this way is incredibly rewarding and also really scary. You'll often be invited into domains where you don't have the expertise, and it's quite hard to predict how a given session or conversation will go. SARAH HANSEN: Welcome to Chalk Radio, a podcast about inspired teaching at MIT. I'm your host, Sarah Hansen, from MIT OpenCourseWare. In this episode, we'll be talking about action learning and an exciting evolution of the independent study. The MIT Sloan School of Management has a tradition of involving MBA Fellows in collaborations with partners from around the globe. For years, these proje...

HAZEL SIVE: In this part of our class organization of the cell, you should now have some familiarity with the notion of a lipid bilayer and some familiarity with the organelles that the cell contains and that indeed makes the cell a cell. Let's go on then to the last topic we're going to cover in our class, which is the topic of cell division. One of the really cool things about cells is that they make more of themselves. Cell division makes more cells. And this is one of the attributes of life that is not true for inanimate objects, of course. When we think of cells making more cells, you should be familiar with something called the cell division cycle, which briefly has two parts. This involves firstly replication and making more of the DNA, taking the DNA, the genes that are in one cell, making a whole other set of them. So you've now got two sets. So DNA replication, which makes two sets of the genes-- since as we discussed, the genes are DNA-- and secondl...

The formal part of the class will start about five past nine, but I'll just start with some introductory remarks. First of all, I have got bios from a large number of people. I haven't done a count yet to see from whom I haven't gotten them, but if you haven't sent me a short bio please do. It just helps us to get to know who you are. Let's see. Second thing. The next deliverable, which is, I think, in a week or so, I don't have the syllabus with me right now, we would like a preliminary indication from you. I am leaving it up to you to form your own teams. Roughly, we've found about 4 people make up a good team. That is a good way to spread the work around. If any of you are having difficulty or whatever, let me know, we will try to help, but you are almost all graduate students. You can organize yourself. With a preliminary indication of what system you would like to do a study on. Take a handout. I am just wondering if you can provide a list...