Transforming Courses to Concepts
Brandon Muramatsu
mura@mit.edu
New Horizons on Teacher Education Symposium
January 28, 2013
Citation: Muramatsu, B. (2013, January 28). Transforming Courses to Concepts. Presentation at New Horizons on Teacher Education
Symposium, Islamabad, Pakistan.
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Outline
 Courses  Concepts
 Today’s Sequential to Innovative Structure
 Why Concepts?
 Examples:
 CrossLinks: Alternative navigation of MIT OpenCourseWare
 Videos and Concepts: MIT course example
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Today’s Course Organization: Sequential
Unit 1 Unit 2 Unit 3
Week Week
Week 1
2 3
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Innovative Course Structure: Concepts
Concept 1 Concept 2 Concept 3
Concept
B
Concept A Concept Z Concept M
Concept
G
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Why Concepts?
 Embraces content modularity and granularity
(smaller size)
 Allows for multiple paths through content
 Usable across multiple courses, activities & programs
 Should be tied to learning objectives!
 An element of quality course design
 Learning objectives should be clear, measurable and have
assessments to test them
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MIT Example: Mechanics and Materials II
Traditional
Mechanics and Materials II
Sequential Course Structure
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2.002: Mechanics and Materials II
Fracture &
Viscoelasticity Fatigue
Plasticity Rubber
3D Continuum Mech
& Linear Elasticity
Modular
Mechanics and Materials II
Concept Structure
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Example: CrossLinks CrossLinks.mit.edu
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CrossLinks CrossLinks.mit.edu
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CrossLinks: Linked to Courses
Learn Apply
2.001
8.01
2.003
16.07
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CrossLinks CrossLinks.mit.edu
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CrossLinks: Linked by Concepts
Prepare Advanced
Mathlets: Creating… 18.06 Lecture Notes
Crosslinks: Pressure
8.01
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Example: Lecture Videos & Concept Links
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Example: Video Concept Browser
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Thank You!
Brandon Muramatsu
mura@mit.edu
Citation: Muramatsu, B. (2013, January 28). Transforming Courses to Concepts. Presentation at New Horizons on Teacher Education
Symposium, Islamabad, Pakistan.
Unless otherwise specified, this slide is licensed under a Creative Commons Attribution 3.0 United States License. 15