This course introduces students to both passive and active electronic components (op-amps, 555 timers, TTL digital circuits). Basic analog and digital circuits and theory of operation are covered. The labs allow the students to master the use of electronic instruments and construct and/or solder several circuits. The labs also reinforce the concepts discussed in class with a hands-on approach and allow the students to gain significant experience with electrical instruments such as function generators, digital multimeters, oscilloscopes, logic analyzers and power supplies. In the last lab, the students build an electronic circuit that they can keep. The course is geared to freshmen and others who want an introduction to electronics circuits.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

This course focuses on one particular aspect of the history of computing: the use of the computer as a scientific instrument. The electronic digital computer was invented to do science, and its applications range from physics to mathematics to biology to the humanities. What has been the impact of computing on the practice of science? Is the computer different from other scientific instruments? Is computer simulation a valid form of scientific experiment? Can computer models be viewed as surrogate theories? How does the computer change the way scientists approach the notions of proof, expertise, and discovery? No comprehensive history of scientific computing has yet been written. This seminar examines scientific articles, participants’ memoirs, and works by historians, sociologists, and anthropologists of science to provide multiple perspectives on the use of computers in diverse fields of physical, biological, and social sciences and the humanities. We explore how the computer transformed scientific practice, and how the culture of computing was influenced, in turn, by scientific applications.

Introduction to Media Studies is designed for students who have grown up in a rapidly changing global multimedia environment and want to become more literate and critical consumers and producers of media. Through an interdisciplinary comparative and historical lens, the course defines “media” broadly as including oral, print, performance, photographic, broadcast, cinematic, and digital cultural forms and practices. The course looks at the nature of mediated communication, the functions of media, the history of transformations in media and the institutions that help define media’s place in society. This year’s course will focus on issues of network culture and media convergence, addressing such subjects as Intellectual Property, peer2peer authoring, blogging, and game modification.

The aim of the Portfolio Seminar is to assist in developing a critical position in relationship to their design work. By engaging multiple forms of representation, written and visual, students will explore methods that facilitate describing and representing their design work. Through a critical assessment of their existing portfolios, students will first be challenged to articulate design theses and interests in their past projects. Different mediums of representation will then be studied in order to hone an understanding of the relationship between form and content, and more specifically, the understanding of particular modes of representation as different filters through which their work can be read. Some of the questions that will be addressed are:

How does one go about describing an image?
How does one theorize representation?
How does one articulate a design thesis in writing verses visual media?
How can the two interact to enhance each other?
How do different media, printed verses web publishing, affect the representation of work?
How is your work best communicated?

This instance of “Media, Education, and the Marketplace” focuses on the rise of information and communications technologies (ICTs) during the age of globalization, specifically examining its effect and potential in developing nations across the world. In particular, the class will focus on the following three components:

“Media” – ICTs, specifically the dramatic rise in use of the Internet over the past twenty years, have “globalized” the world and created opportunities where very few have been available in the past. We are entering a phase where an individual can significantly improve his or her own economical, political, and social circumstances with just a computer and Internet connection. This course investigate these profound developments through current research and case studies.
“Education” – With projects such as MIT’s OpenCourseWare, the major players in the world are beginning to understand the true power of ICTs in development. Throughout this class, we examine projects that harness the benefits of ICTs to create positive social change around the world.
“Marketplace” – The focus is on the developing regions of the world. Specifically, the term “digital divide” is tossed around in everyday language, but what does it really mean? Is there an international digital divide, a national digital divide, or both? Should we try to bridge this divide, and how have past attempts succeeded and (for the most part) failed? Why? These are all questions that are asked throughout this course.

This course has a very unique pedagogy, which is discussed in more detail in the syllabus section.

This workshop explores the potential of media technology and the Internet to enhance communication and transform city design and community development in inner-city neighborhoods. The class introduces a variety of methods for describing or representing a place and its residents, for simulating actions and changes, for presenting visions of the future, and for engaging multiple actors in the process of envisioning change and guiding action. Students will engage one neighborhood, meet real people working on real projects, put theory into practice, and reflect on insights gained in the process.
This year the course will examine what it means to be an urban designer/planner and how to create a digital teaching tool (using digital storytelling) that supports others in learning about the relationship between design and planning professionals, on the one hand, and members of the communities they serve, on the other. What is the nature of the knowledge that resides in a community and how can designers and planners learn about, tap, and use that knowledge? What is the relationship between community organizing and urban design and planning? What are the relationships between you as a professional, the place(s) in which you work, and the values and care you bring to that work?
We will explore these themes in the context of Camfield Estates in Lower Roxbury, MA and its participation in the US Department of Housing and Urban Development’s (HUD) Demonstration Disposition Project. There have been many stories written about Camfield Estates’ participation in the Demonstration Disposition project, for it has been widely regarded as a model of success. There are two stories that have not yet been told, however: the story of the residents who organized the community and the story of the architects and planners who participated in the project. This course will use digital storytelling to reconstruct and connect these two stories.

Join our team of young explorers on their mission to save nature from pollution! When this group of friends discovers the impact people have on their environment, they embark on a quest for justice and answers that quickly throws them into a whirlwind of adventures. Their goal: to find powerful molecules capable of solving the pollution problem. Get ready for an exciting journey through unexplored territories and discover the microscopic power hidden all around us. Be part of our quest for a greener world!

The course draws on faculty members from the Center for Real Estate, the City Design and Development Group (Department of Urban Studies and Planning), and the Media Lab to explore extraordinary projects that challenge conventional approaches to real estate development, urban design, and advanced digital technology.

Live Streaming, Podcasting, and Video Editing

Short Description:
This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.

Word Count: 9400

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Live Streaming, Podcasting, and Video Editing

Short Description:
This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.

Word Count: 9400

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Lektionsplaneringen är tänkt att fungera som inspiration för att använda digitala lärresurser i undervisningen. Planeringen innehåller bland annat länkar till Glosor.eu och learningapps där eleven kan öva på ord och begrepp.  (Vid vissa delar av planeringen används betaltjänster) 

This course focuses on methods of digital visualization and communication and their application to planning issues. Lectures will introduce a variety of methods for describing or representing a place and its residents, for simulating changes, for presenting visions of the future, and for engaging multiple actors in the process of guiding action. Through a series of laboratory exercises, students will apply these methods in the construction of a web-based portfolio. The portfolio is not only the final project for the course, but will serve as a container for other course work throughout the MCP program.
This course aims to introduce students to (1) such persistent and recurring themes as place, race, power and the environment that face planners, (2) the role of digital technologies in representing, analyzing, and mobilizing communities, (3) MIT faculty and their work, (4) MIT’s computing environment and resources including Athena, Element K, the ESRI virtual campus, Computer Resources Laboratory (CRL), Campus Wide Information Systems Support (CWIS), the GIS Laboratory at Rotch Library and (5) software tools like Adobe® Photoshop® and Illustrator®, ESRI ArcView, Microsoft® Access, and Macromedia® Dreamweaver® that will assist them in creating digital images, working with relational databases, and launching a web-based portfolio.

Ši ataskaita yra pagrindinis O1 veiklos rezultatas ir susideda iš trijų pagrindinių dalių: 1) Tarptautinės ir Europos iniciatyvos; 2) Šalies ataskaita – Švedijos tyrimo atvejai; 3) Šalies ataskaita – Lietuvos tyrimo atvejai. Pirmoje dalyje buvo nagrinėjamos svarbiausios tarptautinių organizacijų, tokių kaip UNESCO, Jungtinių Tautų, EBPO ir Europos Tarybos, Jungtinio tyrimų centro ir CEDEFOP, iniciatyvos ir publikacijos. Antroje ir trečioje dalyse analizuojami kiekvienos šalies atvejai, kokybiniai ir kiekybiniai duomenys. Galiausiai pateikiamos praktinės idėjos apie skaitmeninę įtrauktį visiems besimokantiesiems ir geriausia praktika bei rekomendacijos dėl platesnės skaitmeninės įtraukties.

Explore the key governance challenges for smart sustainable city (SSC) initiatives and the approach required. Learn to organize co-creation and to use a roadmap that support planning, implementation, close monitoring and risks mitigation.

Urban planners, policy makers and managers have an important role in making cities and communities more sustainable and resilient by incentivizing and developing smart solutions. Medellín in Colombia is a good example of how effective governance and cooperation with citizens led to the remake of the city and transformed it to a safer environment with a thriving economy. But how can those initiatives be sustained and governed? How can we deal with the challenges along the way, like effective stakeholders’ engagement, conflicting interests, decision-making under deep uncertainty, interdependent problems, spatial justice, and the transformation towards a digital society? To sum it up: building smart sustainable cities initiatives requires a strong governance capacity and new approaches!

This course will:

- provide the principles for incentivising, planning, developing and managing sustainable smart city initiatives
- present an overview of the drivers and barriers for SSC development
- present sustainability challenges and tools for SSC development
- show practical recommendations to strengthen SSC governance capacity
- introduce a smart city governance roadmap
- explain the conditions for effective stakeholder engagement and ways to organize co-creation pathways
- clarify the regulatory and legal framework for SSC including privacy and cybersecurity issues
- describe the conditions to implement digital innovation that benefit citizens including data governance
- show the importance of close monitoring and assessing SSC projects including data reliability and algorithms
- equip you with knowledge and learnings from case studies from various projects that were carried out in Latin America, next to familiarizing you with common challenges that arise in the process. These cases range from urban transportation to participatory budgeting, safety and waste management applications, but always making the connection with the governance and sustainability aspects.

The course will be moderated in English, Spanish and Portuguese.

This MOOC is a spin-off of the EU-funded Cap4City project.

This course has been developed, and will be delivered by experts in the field of Smart Sustainable Cities from twelve different universities in Latin America and Europe. You will find more information on the instructors while you navigate the course.

Denna rapport representerar huvudresultatet av O1-verksamheten och består av tre huvuddelar: 1) Internationella och europeiska initiativ; 2) En nationell rapport – Studiefall Sverige; 3) En nationell rapport – Studiefall Litauen. I den första delen granskades de viktigaste initiativen och publikationerna från internationella organisationer, såsom UNESCO, FN, OECD och Europeiska Commissionen, Joint Research Centre och CEDEFOP som teknisk/rapport forskning. I den andra och tredje delen, analysen av studiefall i respektive land, analyseras kvalitativa och kvantitativa data. Slutligen ges praktiska idéer om digital inkludering för alla elever och bästa praxis och rekommendationer för bredare digital integration.

This report represents the main result of the O1 activity and consists of three main parts: 1) International and European initiatives; 2) A country report – Study cases Sweden; 3) A country report – Study cases Lithuania. In the first part, the most important initiatives and publications of international organisations, such as UNESCO, the United Nations, the OECD and the Council of Europe, the Joint Research Centre, and CEDEFOP were examined as desktop research. In the second and third parts, the analysis of study cases in each country, qualitative and quantitative data are analysed. Finally, practical ideas about digital inclusion for all learners and best practices and recommendations for broader digital inclusion are provided.

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.

There has been an ongoing debate on whether it is best to stick with the traditional way of expressing art or to grow affiliated with the digitized mode of the new era of technology. The two modes of art styles complement each other, existing to advance and improve artists’ methods and skills. Thus, both traditional and digital art are relevant forms to learn as an artist of this era of technological advancements.

Short Description:
Understanding New Media Art is an OER for introductory college art and art history courses that builds on scholarship in the field to propose a long historical context for the technologies and ideas related to New Media Art in the 21st century.

Long Description:
Understanding New Media Art is an OER for introductory college art and art history courses. The book builds on scholarship in the field to propose a long historical context for the technologies and ideas related to New Media Art in the 21st century. This OER is a work in progress and will be updated and expanded periodically as technologies change, new creative approaches and voices develop, and new historical and theoretical frameworks are proposed in the evolving field of New Media Art.

Word Count: 80895

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)