Groundbreaking open education resource program shares most of MIT's curriculum. Already one of the richest collections of openly shared educational materials in the world, the MIT OpenCourseWare website has reached a significant milestone: With the publication of 10 new courses in the last two weeks, the site now shares core academic materials — including syllabi, lecture notes, assignments and exams — from more than 2,000 MIT courses. First announced in 2001, MIT OpenCourseWare (OCW) is an ambitious effort to share MIT's education resources freely and openly on the web to improve formal and informal learning worldwide. All materials are available free of charge and without registration. The site's first courses were published in 2002, and by November 2007 the site contained materials from more than 1,800 MIT courses, representing a substantial amount of the MIT undergraduate and graduate curriculum.
Making Innovation Happen
A Global Aggregation of Leading Edge Articles on Management Innovation, Creative Leadership, Creativity and Innovation.
This is the official blog of Ralph Kerle, Chairman, the Creative Leadership Forum. The views expressed are his own and do not represent the views of the International or National Advisory Board members. Tweet ______________________________________________________________________________________
Entries in education (63)
Just as an IQ test tracks intelligence, the Torrance Test of Creative Thinking measures your CQ: how well you think creatively. Usually a 90-minute series of discrete tasks administered by a psychologist, the Torrance Test is not a perfect measure of creativity. But it has proven remarkably accurate in predicting creative accomplishments. We asked a group of ordinary children and adults to try their hands at several drawing tests: everyone was presented with incomplete line drawings and was given five minutes to turn them into pictures.
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”
A long time ago, I had to make a really tough choice: invest in an MBA from New York University, or make do with my bachelors. I was newly married, had a child on the way, and didn’t have much in savings. The degree would set me back tens of thousands of dollars and take years to complete—especially if I did it part time. And I couldn’t imagine doing anything but programming computers for a living. So why learn finance, marketing, and operations management, I wondered? Well, I decided to enroll because my understanding of the business world lacked depth, and I harbored a deep-rooted desire to get the best education possible. My wife and I moved into a small one-bedroom apartment in North Bergen, NJ, and we made do with what we had. For a couple of years after getting my degree, I wondered whether I had made the right choice. Even though I scored a great job at CS First Boston in its IT department, I was just writing code and designing systems. Yes, I started to enjoy reading BusinessWeek and the Wall Street Journal; but had the financial sacrifice and time away from my family been worth it? It didn’t seem to have been.
Stephanie West Allen points to a thought-provoking and compelling answer to the question above in the work of Judy Willis, a former neurologist who obtained her teaching credential after a 15-year career in medicine and now teaches at Santa Barbara Middle School and blogs at Psychology Today. Willis brings an unusual and highly valuable combination of hands-on experience as an educator and a deep understanding of neuroscience to her writing, and her article in the Summer 2007 issue of Educational Leadership, "The Neuroscience of Joyful Education," is one of the most helpful pieces I've read on the subject of understanding the practical relevance of neuroscientific research. Willis's article is focused on formal education in a classroom setting, but I believe that the findings she discusses have relevance for any experience in which we're trying to impart knowledge, stimulate understanding and foster growth, from a group workshop to an executive coaching session to an impromptu feedback conversation.