1. 1 Unlocking Knowledge, Empowering Minds Unlocking Knowledge, Empowering Minds. 12 October 2010Name Here

2. 2 Unlocking Knowledge, Empowering Minds Unlocking Knowledge Empowering Minds The Challenge Ahead

3. 3 Unlocking Knowledge, Empowering Minds “To open up the institution’s vast reservoirs of knowledge is a monumental and inspiring endeavor.” — Student, Canada Unlocking Knowledge Empowering Minds The Challenge Ahead

4. 4 Unlocking Knowledge, Empowering Minds “OCW expresses MIT's goal of advancing education around the world through a global community in which knowledge and ideas are shared openly for the benefit of all.” — Susan Hockfield, President of MIT Unlocking Knowledge Vision

5. 5 Unlocking Knowledge, Empowering Minds Publish core teaching materials—including syllabi, lecture notes, assignments and exams—from virtually all of MIT’s courses Extend the reach and impact of OCW and the OpenCourseWare concept Unlocking Knowledge A Dual Mission

6. 6 Unlocking Knowledge, Empowering Minds Unlocking Knowledge Project Phases 2002200320042005200620072008 PilotRamp UpEnhancement Courses505009501,3001,550 1,800 Year

7. 7 Unlocking Knowledge, Empowering Minds MIT OpenCourseWare IS NOT: MIT OpenCourseWare IS: Unlocking Knowledge What is OCW? An MIT education Intended to represent the interactive classroom environment Degree-granting A Web-based publication of virtually all MIT course content Open and available to world A permanent MIT activity

8. 8 Unlocking Knowledge, Empowering Minds Unlocking Knowledge A Community Achievement Covers: The entire undergraduate and graduate curriculum 33 academic departments Voluntary contributions from: 78% of MIT faculty 4,600 members of the MIT community More than 8,100 individuals and organizations in total

9. 9 Unlocking Knowledge, Empowering Minds Unlocking Knowledge 2,007 Courses 2,007 Syllabi & reading lists 17,500+ lecture notes 9,500+ assignments 1000+ exams 700+ projects Many include: Audio/video (~80) Complete texts (~30) Simulations/animations http://ocw.mit.edu

10. 10 Unlocking Knowledge, Empowering Minds Unlocking Knowledge Open License Obliges users to meet three use requirements: Use must be non-commercial Materials must be attributed to MIT and original author or contributor Publication or distribution of original or derivative materials must be offered freely under identical terms, or “share alike”

11. 11 Unlocking Knowledge, Empowering Minds Unlocking Knowledge Translations Chinese (522) Spanish (99) Portuguese (95) Thai (26) Persian (49)

12. 12 Unlocking Knowledge, Empowering Minds Unlocking Knowledge iTunes U & YouTube iTunes U OCW Course Page iTunes U MIT Main Page 87 courses 1,868 total tracks MIT YouTube channel main page

13. 13 Unlocking Knowledge, Empowering Minds Unlocking Knowledge Highlights for High School Launched Nov. 28, 2007 Organizes ~70 introductory courses Maps ~2,600 resources to US AP curriculum Provides materials to inspire STEM study http://ocw.mit.edu/high-school

14. 14 Unlocking Knowledge, Empowering Minds “OCW motivates my students and gives them access to a wider knowledge base." — Educator, India Unlocking Knowledge Empowering Minds The Challenge Ahead

15. 15 Unlocking Knowledge, Empowering Minds Empowering Minds OCW Traffic Levels September 2010: 1.4M total visits 725K iTunes U downloads 648K YouTube views 139K zip downloads 57K HfHS visits

16. 16 Unlocking Knowledge, Empowering Minds Empowering Minds Traffic by Region 44.3% 16.6% 4.3% 1.5% 20.1% 4.5% 8.7% Region Visits Since 10/1/03 Visits % North America32,074,87144.3 East Asia/Pacific14,590,55620.1 Europe/Central Asia 12,048,01216.6 South Asia6,292,9918.7 MENA3,279,6784.5 Latin America/ Caribbean 3,105,6594.3 Sub-Sah. Africa1,068,9691.5 TOTAL VISITS72,460,736

17. 17 Unlocking Knowledge, Empowering Minds Empowering Minds Traffic by Region 44.3% 4.3% 1.5% 20.1% 8.7% Mirror sites — Approx. 245 around the globe Region Visits Since 10/1/03 Visits % North America32,074,87144.3 East Asia/Pacific14,590,55620.1 Europe/Central Asia 12,048,01216.6 South Asia6,292,9918.7 MENA3,279,6784.5 Latin America/ Caribbean 3,105,6594.3 Sub-Sah. Africa1,068,9691.5 TOTAL VISITS72,460,736 16.7% 4.5%

18. 18 Unlocking Knowledge, Empowering Minds Empowering Minds Traffic by Country – Sep 10 CountryVisits 1 United States590,344 2 China193,124 3 India127,340 4 South Korea49,877 5 Canada40,894 6 United Kingdom32,134 7 Brazil22,020 8 Germany21,512 9 Iran15,988 10 France15,008 CountryVisits 11 Spain14,688 12 Australia14,668 13 Turkey14,436 14 Italy14,024 15 Mexico13,040 16 Japan12,949 17 Russian Fed.12,302 18 Pakistan12,192 19 Netherlands11,944 20 Philippines10,637

19. 19 Unlocking Knowledge, Empowering Minds Empowering Minds Visitors by Role Educators 9% Students 42% Self learners 43% Others 6%

20. 20 Unlocking Knowledge, Empowering Minds Use Scenario% Enhancing personal knowledge31% Learning new teaching methods23% Incorporating OCW materials into teaching materials20% Finding reference material for students15% Enhancing personal knowledge46% Complementing a subject currently taking34% Planning course of study16% Other4% Exploring topics outside professional field/for personal enjoyment40% Reviewing basic concepts in my professional field18% Keeping current in latest professional field developments16% Preparing for future formal study18% Educators Students Self learners Empowering Minds Use by Role

21. 21 Unlocking Knowledge, Empowering Minds Empowering Minds Institutional Use Professor Triatno Harjoko Head of Department of Architecture at University of Depok, Indonesia, is using OCW to add interactivity to architecture instruction by his faculty.

22. 22 Unlocking Knowledge, Empowering Minds Empowering Minds Institutional Use “Critical thinking and creativity demand the liberalization of learning and information. It’s not simply the information that’s valuable, but also the glimpse OCW offers into how MIT has structured its teaching and research.”

23. 23 Unlocking Knowledge, Empowering Minds Empowering Minds Educator Use Professor Richard Hall Computer Science instructor at LaTrobe University in Melbourne, Australia, used OCW to rapidly refresh his knowledge of computer graphics for a last-minute teaching assignment.

24. 24 Unlocking Knowledge, Empowering Minds Empowering Minds Educator Use “OCW saved me an enormous amount of time and stress. I was delighted by the way the material is so coherently presented. It is truly inspiring to see this level of excellence.”

25. 25 Unlocking Knowledge, Empowering Minds Empowering Minds Student Use Kunle Adejumo Engineering student at Ahmadu Bello University in Zaria, Nigeria, develops a deeper understanding of his class topics with OCW.

26. 26 Unlocking Knowledge, Empowering Minds Empowering Minds Student Use “Last semester, I had a course in metallurgical engineering. I didn’t have notes, so I went to OCW. I downloaded a course outline on this, and also some review questions, and these helped me gain a deeper understanding of the material.”

27. 27 Unlocking Knowledge, Empowering Minds Empowering Minds Self Learner Use VR Bill Humes, U.S. Navy Aerospace Engineer Researcher at Patuxent River Naval Air Station in Maryland Uses lecture notes of Professor David M. Parks from OCW’s “Course 3.35 – Fracture and Fatigue”

28. 28 Unlocking Knowledge, Empowering Minds Empowering Minds Self Learner Use “I work for the U.S. Navy solving real- world problems. I have one project involving how to increase fracture resistance in F-18 Super Hornet canopies. Pilots have died due to this type of failure. I went to your site – boom – I found materials on ‘Fracture and Fatigue,’ and this gave me ideas and pointed me in a new direction.”

29. 29 Unlocking Knowledge, Empowering Minds Empowering Minds Global Impact 99% of users say OCW has had a positive impact

30. 30 Unlocking Knowledge, Empowering Minds Empowering Minds Visitor Feedback According to users, MIT OpenCourseWare is: “… the Eighth Wonder of the World.” “… the Big Bang of the Knowledge Universe.” “… the greatest thing any institution of higher learning has ever done.” “… like falling in love.” “… the coolest thing on the Internet.” “… worthy of the next Nobel Peace Prize.”

31. 31 Unlocking Knowledge, Empowering Minds Empowering Minds Benefits to MIT Connecting with students and alumni; improving teaching/learning; fostering international engagement Weekly visits from mit.edu domain since 10/03 Among freshmen who knew of OCW before choosing MIT: - 35% say OCW influenced their choice significantly Used by: - 90% of students - 84% of faculty - 50% of alumni and staff

32. 32 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Faculty Use Professor Karen Willcox Teaches foundational course to MIT juniors in Department of Aeronautics and Astronautics

33. 33 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Faculty Use “I realized there was this huge disconnect between the math department and the engineering department – who are the downstream users of the material that’s taught in the math classes… I had no idea how or what was being taught.”

34. 34 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Student Use Aron Walker Junior, environmental science and chemical engineering major, sees OCW as highlighting the real benefits of an MIT education.

35. 35 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Student Use “OCW brings into focus the things that you can only find here at MIT, and not on the Web. It highlights the programs that aren’t on OCW because they can’t be — things like research, and doing programs with other students who are all really focused and excited about the work.”

36. 36 Unlocking Knowledge, Empowering Minds “The future of our global village looks bright to me when I see this knowledge opened to one and all.” — Self learner, United States Unlocking Knowledge Empowering Minds The Challenge Ahead

37. 37 Unlocking Knowledge, Empowering Minds The Challenge Ahead Sustainability $3.7 M US annual budget To date largely funded by grants and MIT general Institute budget Anticipated model a mix of: - Cost management - General Institute budget - New grants - Major gifts/small donations - Corporate gifts/underwriting - Affiliate marketing

38. 38 Unlocking Knowledge, Empowering Minds The Challenge Ahead Improve the Platform Update approximately 120 courses a year Add 60 new courses a year Improve depth of content Add multimedia, user features Publish energy minor curriculum (Bechtel Foundation Grant)

39. 39 Unlocking Knowledge, Empowering Minds The Challenge Ahead Innovate on the Platform Cross-disciplinary portals - Energy - Environment Stanton Foundation Grant - foundational courses structured for independent study - guided paths through materials, enhanced for self-assessments - still OCW: not for credit, no instructor interaction

40. 40 Unlocking Knowledge, Empowering Minds The Challenge Ahead Inspire a Movement Other OCWs: ~250 institutions 100 live OCW sites ~13,000 courses

41. 41 Unlocking Knowledge, Empowering Minds The Challenge Ahead Inspire a Movement The OCW Consortium Independent non-profit organization Members commit to publishing minimum of 10 courses Meets once each year in April/May http://ocwconsortium.org

42. 42 Unlocking Knowledge, Empowering Minds The Challenge Ahead Where are we now? The end of the very beginning.

43. 43 Unlocking Knowledge, Empowering Minds Thank You! Visit MIT OpenCourseWare online at http://ocw.mit.edu

44. 44 Unlocking Knowledge, Empowering Minds A Path to OCW Sustainability November 2009Cecilia d’Oliveira, Executive Director, MIT OpenCourseWare

45. 45 Unlocking Knowledge, Empowering Minds Course Champions $5,000 annual gift supports: Ongoing delivery of your course for one year Delivery of OCW to developing regions Teaching and technology innovation in the department of your course OCW Course Home Page with Course Champion Recognition Learn more at http://ocw.mit.edu/champions

46. 46 Unlocking Knowledge, Empowering Minds Course Champions Recognition includes: Acknowledgment by name on the course of your choice for one year A personalized message from you linked from your course Acknowledgment, including your personal message, in the MIT OpenCourseWare newsletter Complementary CD of your course Invitations to on-campus and virtual OCW events OCW Course Home Page with Course Champion Recognition Learn more at http://ocw.mit.edu/champions

47. 47 Unlocking Knowledge, Empowering Minds Thank You! Visit MIT OpenCourseWare online at http://ocw.mit.edu

48. 48 Unlocking Knowledge, Empowering Minds “OCW is inspiring me to push harder and enjoy learning with the assurance that I'm getting the best." — Student, Nigeria Section 1 Section 2 Section 3 Section 4 Section 5

49. 49 Unlocking Knowledge, Empowering Minds Section 4 Slide Title Lorem ipsum dolor sit amit agrigat Sit amit agrigat upsilon lorem ipsum dolor sit amit agrigat. Lorem ipsum dolor sit amit agrigat

50. 50 Unlocking Knowledge, Empowering Minds “This is an incredible opportunity to get the feeling that I am still in a university campus!” — Self learner, United Arab Emirates Section 1 Section 2 Section 3 Section 4 Section 5

51. 51 Unlocking Knowledge, Empowering Minds Section 5 Slide Title Lorem ipsum dolor sit amit agrigat Sit amit agrigat upsilon lorem ipsum dolor sit amit agrigat. Lorem ipsum dolor sit amit agrigat

52. 52 Unlocking Knowledge, Empowering Minds Abstract Not for Projection Announced in 2001, the MIT OpenCourseWare (OCW) program publishes core teaching material—including syllabi, lecture notes, assignments and exams—from virtually the entire MIT undergraduate and graduate curriculum. The OCW concept developed from a faculty committee's study of lifelong learning and has grown from a 50-course pilot in 2002 to a comprehensive resource representing more than 1,800 total courses. The site is unprecedented in the depth and richness of its educational content, with notes from more than 15,000 lectures, 9,000 assignments and 900 exams—plus a wealth of animations, simulations and more than 1,000 hours of classroom instruction on video. To date, OCW materials have been viewed by an estimated 35 million individuals from 220 countries and territories worldwide. Nearly 600 OCW courses have been translated into languages including Chinese, Spanish, Portuguese and Thai; more than 100 complete copies of the site have also been distributed to universities in bandwidth-constrained regions. In addition, MIT OpenCourseWare has sparked a global movement than now includes more than 160 universities, which together share materials from more than 5,000 courses. MIT continues to build upon the success of OCW, updating the courses and enriching the content, building new programs on top of the OCW platform, and working with other universities freely sharing educational resources to create a global network of open knowledge.

53. 53 Unlocking Knowledge, Empowering Minds Empowering Minds Institutional Use Full Case Study - NOT FOR PROJECTION The liberalization of learning Triatno Yudo Harjoko, the University of Indonesia at Depok Triatno Yudo Harjoko has a long and close association with the University of Indonesia in Depok, Indonesia. A graduate of the institution, Harjoko has also been a professor of architecture at the school since 1979, and is currently head of the architecture department. In addition, Harjoko has designed several of the university’s buildings, including the expansive Faculty of Engineering complex, and the stunning University Mosque. Harjoko characterizes the learning atmosphere at the University of Indonesia as primarily a one-way street, in which professors are assumed to be knowledge-bearers, and students are expected to master a predetermined knowledge base. This approach, while typical of many Indonesian institutions, is something that Harjoko has been attempting to change in his department. Together with his colleagues, Harjoko is redesigning the teaching model, moving toward an active, student-centered learning process. Harjoko describes the main goal in this transition as “encouraging students to learn by themselves, and to be both critical and creative.” In the redesign process, MIT’s OpenCourseWare — to which Harjoko was introduced by a colleague several years ago — has served as an immense comparative database for Harjoko and his fellow professors. Rather than directly transposing MIT OCW syllabi to University of Indonesia courses, Harjoko and his colleagues have been scrutinizing MIT’s courses to better understand how they were designed and developed. “We try to understand how the MIT courses are formulated,” Harjoko explains, “and what the expected outcomes are. This gives us an important perspective on the learning process.” Two courses for which this approach has been particularly helpful, he adds, are architectural theory and structure. “I was surprised and amazed that such a renowned university as MIT would freely give access to almost all of its educational information to the world,” continues Harjoko. “This is important, because critical thinking and creativity demand the liberalization of learning and information. But I also believe that it’s not simply the information that’s valuable, but also the glimpse it offers into how MIT has structured its teaching and research to become such a prestigious institution.”

54. 54 Unlocking Knowledge, Empowering Minds Empowering Minds Educator Use Full Case Study - NOT FOR PROJECTION Brushing up… and then some Richard Hall, LaTrobe University in Melbourne, Australia Richard Hall received a Ph.D. in computer science from LaTrobe University in Melbourne, Australia, in 2002. Shortly thereafter, Hall found himself playing a different role in LaTrobe’s laboratories and lecture halls: teaching courses in introductory information systems, beginning microprocessors, and advanced computer-aided software engineering. In early 2005, Hall learned that he would also be teaching a fourth-year computer graphics course later in the year. Hall knew immediately that the subject would demand a lot of work on his part, since he had had little experience with this rapidly changing field over the previous 10 years. While casting about for a means to brush up on the topic — intensively, and in hurry! — Hall recalled hearing something about MIT’s OpenCourseWare from a member of LaTrobe’s technical support staff. He decided to visit the site to see if he could find a solution there. To his great relief, Hall quickly located the lectures and labs from MIT’s Course 6.837 – Computer Graphics, which guided him through an in-depth review of the subject. In fact, Hall credits the 6.837’s labs — which he completed over the course of several months — with not only fine-tuning his existing skills, but also adding new techniques to his repertoire. The whole process, according to Hall, saved him “an enormous amount of time and stress.” Based on this experience, Hall plans to use a subset of the lectures and labs in his own course next semester. The MIT OCW resource has enabled Hall to offer a course at what he calls a “stunning” level of quality. One of the best things about the MIT OCW computer graphics materials, reports Hall, is how quickly and completely the students are empowered. “The students can get to the fun stuff immediately,” Hall notes. “They’re generating aesthetic pictures right from the start, and all the while their math understanding is growing almost visibly in the background.” And Hall is equally impressed by the aesthetic approach of the materials. “I was also delighted by the weaving in of historical art techniques,” he adds, “and the way the material is so coherently presented. It is truly inspiring to see this level of excellence.”

55. 55 Unlocking Knowledge, Empowering Minds Empowering Minds Student Use Full Case Study - NOT FOR PROJECTION ‘Students need to know about this’ Kunle Adejumo, student at Ahmadu Bello Universit in Zaria Nigeria Kunle Adejumo is finishing up his fourth year of engineering studies at Ahmadu Bello University in Zaria, Nigeria. By all rights, he should now be in his fifth and final year, but local strikes and instability in Nigeria have added almost a full year to his studies at Ahmadu Bello. Established in 1952, Ahmadu Bello is Nigeria’s largest university, with 35,000 students. Though the university boasts a large and well- maintained physical infrastructure, its Internet access — like that of almost all Nigerian universities — is extremely limited. Even the computer lab does not have a Web connection. And because of the large number of students and the limited number of terminals, students can sign up for only 20 minutes each week on university computers. When Adejumo was first introduced to MIT’s OpenCourseWare through a CD-ROM in the university computer lab, therefore, he had only 20 minutes to look through the material. Immediately impressed with the content, he asked the computer lab for a copy of the CD; when they were unable to give him one, Adejumo decided to find the site on his own, and copied down the Web address. From his home computer, he has enjoyed regular access to MIT OCW, and has used it to complement the course materials he has gotten through Ahmadu Bello. “For example, last semester, I had a course in metallurgical engineering,” offers Adejumo. “For one of the lectures, having to do with ion making, I didn’t have notes, and I couldn’t find the information I needed, so I went to OCW. I was able to download a course outline on this, and also some review questions. I actually took these to the university and gave them to the lecturer to answer. He was able to answer these questions, and helped me gain a deeper understanding of the material.” As much as Adejumo has benefited from MIT OCW, it worries him that this resource is not available to the vast majority of students in Nigeria. “You see,” he explains, “in this part of the world, only the rich can afford Internet access. Probably only 500 students at Ahmadu Bello have an Internet connection. In my own case, I visit about four times a week. But most cannot do this.” For this reason, Adejumo hopes eventually to work with the local radio station to broadcast MIT OCW course material, as well as publicize the site. “I run the Web site for a local radio station,” he says, “and they are interested in broadcasting educational programs. OCW would be the perfect fit… And in the process, more students will learn about the site. Students need to know that these things are available.”

56. 56 Unlocking Knowledge, Empowering Minds Empowering Minds Self Learner Use Full Case Study - NOT FOR PROJECTION ‘I went to your site – boom’ Bill Humes, Patuxent River Naval Air Station in Maryland Full case study unavailable.

57. 57 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Faculty Use Full Case Study - NOT FOR PROJECTION Making the connections explicit Karen Willcox, MIT Department of Aeronautics and Astronautics Professor Karen Willcox, a member of the MIT faculty since 2001, has been teaching a required course in aeronautics and astronautics to MIT juniors every year since she arrived at MIT. In her first year, Willcox was surprised — and disappointed — to find that many of her students were less proficient in math than she expected, and she has been working ever since both to better understand this phenomenon, and to counteract it. “I really had the impression coming here that all the students would just be fantastic in math,” explains Willcox. “When I realized this was not the case, the first thing I did was to try to understand the source of the problem. I started talking to the math faculty, and I realized that there was this huge disconnect between the math department and the engineering department – who are the downstream users of the material that’s taught in the math classes. For example, even though I relied heavily on material from Course 18.03 – Differential Equations, I had no idea how it was being taught — or for that matter, what was being taught.” Her students were “falling into this gap a little bit,” continues Willcox. “So one part of the solution — and of course, the materials on OCW were very helpful for this — was to really understand exactly what was in those courses, and for those professors to also understand how that material would be used by their downstream colleagues, and get some context for teaching it.” Once Willcox better understood the relationships between her course and related math department classes, she realized she needed to make these connections clear to her students. “The next step,” she explains, “was to make these links explicit for the students. I got started on this last fall. So in my first lecture, I’d say, ‘This is what we’re talking about today in aeronautics, and this is directly related to what you learned in this math class.’ And then with the pointer, I could show them the OCW Web site, and the lecture, and the problem sets related to what we’re learning.” Willcox has already seen improvements — but in her opinion, it’s only the beginning. “I think there are even more opportunities in this direction,” she explains. “Down the line, I’d like to bring more of the technology into the classroom, so that while I was giving a lecture, I could give them a flashback to something they had seen in a previous course — a visual reminder up on the screen of something that they would have seen in their math class, or a little clip of a video. My sense is that this will really enable us to create better linkages, and to fully integrate the learning experience. Our students will have the opportunity to look broadly across their education, and that will have enormous implications for learning.”

58. 58 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Faculty Use Full Case Study - NOT FOR PROJECTION The intangibles of an MIT education Aron Walker, MIT undergraduate student MIT junior Aron Walker is an environmental science and chemical engineering major who hails from San Francisco. Walker decided to attend MIT, he recalls, because he wanted to study in a vibrant atmosphere, filled with people who were passionate about what they were doing. Though he had never experienced MIT’s OpenCourseWare before coming to the Institute, Walker heard about the site from a friend soon after his arrival in Cambridge, and quickly found that it was a valuable resource for MIT students. “As far as a practical use,” Walker explains, “students here visit OpenCourseWare to get a sense of what a class is like. Yes, MIT also has course evaluations, which are compiled, quantified, and put online — and people definitely use those, as well. But the evaluations don’t offer much information about the actual content of the class. It’s more, ‘What have my peers thought of this class in past years? What have my peers thought of this professor?’ The OCW course sites are more detailed than an evaluation, or a course description, because they include the actual course material.” Students also visit the site to find materials for review purposes. “I think students also use it,” Walker said, “if they’re taking some class one year, and they want more practice doing things. They look at material from a previous year, and they adopt that as something to practice with.” But for Walker, the most valuable aspect of OCW is the perspective it offers on the unique aspects of an MIT education. “I think that for me,” he says, “the biggest advantage of OpenCourseWare is that it brings into focus the things that you can only find here at MIT, and not on the Web. It highlights the programs that aren’t on OCW because they can’t be — things like research, and doing programs with other students who are all really focused and excited about the work… Not to mention the discussions that happen here, the people who are here, the ideas floating around. “For me, it moves the educational focus back towards the intangibles, rather than just, ‘Here’s a sheet of paper with some problems on it, and I want you to do them,’” he continued. “There’s a very strong community of ideas here, and there’s a lot of energy in that community — and that’s what really sets MIT apart.”

59. 59 Unlocking Knowledge, Empowering Minds Empowering Minds Alumni Use Full Case Study - NOT FOR PROJECTION A cross-fertilization of ideas Mark Horowitz, MIT alumnus and learner at Towers Perrin in Philadelphia A 1972 MIT graduate with degrees in Applied Math and Electrical Engineering, Mark Horowitz went on to complete a Master’s degree at the University of Chicago in Information Sciences in 1973 before pursuing a career as an actuary. For the past 12 years, Horowitz has worked as a consultant for Towers Perrin in Philadelphia, PA, designing and implementing software that supports benefits valuation tasks. Horowitz, who is an active supporter of the Institute and has followed the development of OpenCourseWare with great interest, uses the site both to pursue academic interests and to help him solve problems on the job. “One area that I’ve gotten interested in over the last couple of years,” Horowitz explains, “is behavioral economics. So when I discovered Course 14.127 – Behavioral Economics and Finance on OCW, I downloaded a bunch of the readings to look at.” Horowitz said he tends to browse the site to find areas of interest, though he says his interaction with the materials is rarely comprehensive. “In general,” he continues, “I tend to do some reading from the courses, as opposed to imposing the discipline on myself to take each course. But it’s been so helpful to be able to find information on OCW that’s organized in a way that allows you to really learn the material.” OCW also comes in handy when Horowitz encounters challenges in the course of his work. In general, Horowitz tries to keep abreast of advancements in MIT’s Course 6 (Electrical Engineering and Computer Science), to see if there are any new developments that can help him on the job. His investigations are not limited to this area, however. “At one point,” he elaborates, “we were looking into doing some work in options pricing. In order to try to get some background for that, I looked around at about three or four different sites, one of which was OCW. In Course 15.433 – Investments, I was able to find some lectures on option theory. I did some reading on the subject, and learned something about pricing of options, primarily lattice models. It was a useful place where I could go to get background for this very specific need.” On a more philosophical level, Horowitz also credits OCW with helping him achieve success in his life and work. “In some respects,” Horowitz muses, “to the extent that I’ve had success in my life, it’s been because I’m curious about a lot of things. I find that when I allow myself to read lots of different things, it has an effect of a cross-fertilization of ideas for the work that I do. So whereas I can’t always justify the time for something in the moment, a lot of what I learn finds its way back into what I’m doing.”

60. 60 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Faculty Use Full Case Study - NOT FOR PROJECTION Finding a global audience Professor Charles Stewart III, MIT Department of Political Science Professor Charles Stewart III, head of the Department of Political Science in MIT’s School of Humanities, Arts, and Social Sciences, is a specialist in the fields of American politics and behavior, political institutions, and research methodology. Stewart, who has long been a proponent both of using technology as a teaching aid, and also of free and open access to ideas, was an early fan of the OpenCourseWare concept. And now that the concept has become a reality, he has become a strong advocate for the site. “I think that OCW serves the higher purposes that have been touted for it,” Stewart explains. “It really does provide opportunities for people around the world to see what we do at MIT, and perhaps learn from it. There are heartwarming stories of faculty, out in the middle of nowhere, who somehow get to the OCW site, and discover our stuff, and use it to teach classes. I think that’s really important and valuable.” In addition to these global benefits, Stewart has found that OCW can provide important exposure for young faculty members in his department — and across the Institute. “I think the opportunities include getting your name associated with a particular subject area,” Stewart elaborates. “After all, for faculty at MIT, one of the things you’re supposed to do is establish that you are one of the world’s preeminent experts in a particular field. And OCW is a way of highlighting what you do, and how you do it. It gives you a broader audience than just purely an academic audience. It gives you a lay audience from around the world.” In the early days of OCW, Stewart often found that he had to defend OCW to peers who were uncertain about what all this public exposure might mean. More recently, however, he has found that most members of his department are eager to participate. “These days, all I really do to promote OCW is encourage them to participate whenever there’s a call for new material,” Stewart explains. “And by now it’s gotten such a good reputation that I don’t even need to do that very explicitly!”

61. 61 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Alumni Use Full Case Study - NOT FOR PROJECTION Opening doors to the world Larry Birenbaum, MIT Alumni Larry Birenbaum, a 1969 MIT graduate in Electrical Engineering, has an impressive history of giving back to his alma mater. In the past, his gifts ﾐ like those of many donors to Institute ﾐ have supported departments that transformed his own MIT experience.For example, Birenbaum, who is now Senior Vice President and Group General Manager of the Ethernet Access Group at Cisco Systems (currently enjoying a leave of absence), was a founding member of the 3Com Corporation, and one of the donors of the 3Com Chair in MIT's Laboratory of Computer Science in 1999. Birenbaum and his wife, Jan, had also established an MIT scholarship fund which supports MIT undergraduates who were born as citizens of another country and immigrated to the United States, and became U.S. citizens Birenbaum, who is himself a naturalized citizen, feels it is important to make an MIT education accessible to gifted students—just as, decades ago, a scholarship helped make MIT accessible and affordable for him. Recently, however, Birenbaum and his wife Jan gave a generous gift in support of an MIT initiative that did not exist when Birenbaum was a student: MIT ﾕ s OpenCourseWare. "It's true that gifts typically support something that you experienced as a student," Birenbaum explains. "But I was really taken by this initiative. A lot of other schools are trying to figure out how to make money off the Internet, and that's completely understandable. But I just love the idea that MIT took a completely radical approach, and said, 'We're going to make these materials free to everybody.'"I had the opportunity to take some terrific courses when I was at MIT," Birenbaum adds. "I took Hans Lucas Teuber's 'Introduction to Psychology,' which was fabulous, and eye-opening. In the Electrical Engineering department, I took a hands-on laboratory course in which I worked on building a computer from scratch, trying to demonstrate that file sharing could be accomplished on a hardware basis. We didn't quite complete it... I guess we'll never know if it was a reasonable idea! But it was an incredible learning experience.” With his gift to MIT OCW, Birenbaum hopes to make this type of learning experience accessible to others around the globe. "OpenCourseWare is exactly the kind of thing that universities should be doing," he elaborates, "in terms of being novel and forward-thinking. The courseware information is definitive, which you'd expect from an institution like MIT. It's also comprehensive ﾐ a rigorous, disciplined, methodical approach to committing this stuff online. And that's so generous ﾉ and so useful."Birenbaum has been so impressed with the initiative that it has actually transformed his own relationship with the larger institution. "This initiative actually reeled me back into the school," he admits. "I had kind of drifted away, in terms of involvement. But [the OCW] announcement really brought me back."Birenbaum's gift is a tribute to the generosity and work of the faculty, who make OCW possible. "I've been really impressed with the unselfish attitude that the faculty has taken with this," Birenbaum explains. "I don't know much about university politics, but I would gather that the stuff that they pull together for their courses is, in a sense, proprietary. Why should they make that available to others? But they seem to have overcome all that, and fulfilled the commitment to get 100 percent of their courses on the Web. That's just extraordinary.""

62. 62 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Benefits Creates a lifelong connection with students and alumni Catalyzes improvements in teaching and learning Showcases curriculum and promotes international engagement

63. 63 Unlocking Knowledge, Empowering Minds Empowering Minds Lifelong connection Creates a lifelong connection with students and alumni - 35% of freshmen who knew about OCW prior to choosing a school say OCW influenced their choice significantly - 90% of MIT students use OCW - 50% of alumni use OCW - $1.2 million in alumni donations supporting OCW

64. 64 Unlocking Knowledge, Empowering Minds Empowering Minds Alumni Pride “OpenCourseWare is such great endeavor, and I'm proud to be an alumna of an institute that supports and encourages education in this way. I appreciate the service MIT is doing for the world.” “Damn you MIT! I retired about a year ago, but just now got to browsing the OCW. With my natural bent to be a perennial student, your website should keep me busy till I go blind. I'm proud that the Institute has the confidence to make a move like this.” “This is phenomenal and revolutionary. You are creating a new paradigm in learning and I do know that other institutions will follow. As an MIT alumna I am enormously proud. Thank you!”

65. 65 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Alumni Use Mark Horowitz MIT alumnus and consultant at Towers Perrin in Philadelphia, used OCW to develop an understanding of option theory.

66. 66 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Alumni Use “We were looking into doing some work in options pricing. In Course 15.433 – Investments, I was able to find some lectures on option theory. I learned something about pricing of options, primarily lattice models. It was a useful place where I could go to get background for this very specific need.”

67. 67 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Alumni Use Larry Birenbaum MIT alumnus and Senior Vice President and Group General Manager of the Ethernet Access Group at Cisco Systems, became reengaged with the Institute through OpenCourseWare.

68. 68 Unlocking Knowledge, Empowering Minds Empowering Minds MIT Alumni Use "OpenCourseWare is exactly the kind of thing that universities should be doing. This initiative actually reeled me back into the school. I had kind of drifted away, in terms of involvement. But the OCW announcement really brought me back."

69. 69 Unlocking Knowledge, Empowering Minds Empowering Minds Teaching and Learning Catalyzes improvements in teaching and learning - 30% of publishing faculty have improved course materials; a similar number are more comfortable using the Web - 84% of faculty use colleagues’ materials on the site - 70% of students use the site to complement course materials; 46% use it to select courses; 39% for independent learning

70. 70 Unlocking Knowledge, Empowering Minds Empowering Minds Curriculum Showcase Showcases curriculum and promotes international engagement - 58% of faculty say OCW has enhanced their department’s reputation - 82% of faculty say OCW is an important element of MIT’s international engagement - Used by MIT student groups working in China and Africa

71. 71 Unlocking Knowledge, Empowering Minds Empowering Minds Curriculum Showcase New York Times Page 1, 12/19/07 Associated Press 200+ outlets, 12/31/07 Washington Post Page 1, 12/31/07

72. 72 Unlocking Knowledge, Empowering Minds Empowering Minds Showcasing Use Professor Charles Stewart III Head of MIT’s Political Science describes how OCW provides his faculty a mechanism for global exposure.

73. 73 Unlocking Knowledge, Empowering Minds Empowering Minds Showcasing Use “ For faculty at MIT, one of the things you’re supposed to do is establish that you are one of the world’s preeminent experts in a particular field. OCW gives you a broader audience than just purely an academic audience. It gives you a lay audience from around the world.”