EXPLORING NEW FRONTIERS IN ASSESSMENT AND LEARNING

Seeking Teacher Co-designers for new AI & Ethics Curriculum


December 15, 2020

MIT is developing the first inclusive AI literacy curriculum for middle school. We want to make sure it supports a diversity of learners who have a range of interests, learning needs, and styles. We also want to prepare diverse students to be able to take control of AI technologies and become ethical designers and conscientious users. We are looking for educators who are interested in helping us create this curriculum!

MIT CS+AI Literacy Learning Community


December 14, 2020

The MIT CS+AI Literacy Learning Community is a regular online gathering of educators and MIT learning designers interested in digital literacy, computer science, and artificial intelligence education. Within the community, you’ll have opportunities to share, create, and learn with peers who are tinkering with big ideas in education around AI and the future of computing.

Introducing Designing for Documentation & Assessment


July 20, 2020

We released the Beyond Rubrics toolkit in 2019 to build educators’ capacity for assessment and reflection while implementing hands-on making in their classrooms, makerspaces, and out-of-school time programs. Today we are releasing Designing for Documentation & Assessment, a series of activities to introduce educators to the principles and tools of the Beyond Rubrics toolkit.

Baking Oreos™ at home.


December 3, 2019

Post by Peter Kirschmann, Senior Learning Designer Last summer, I went to a book talk by Stella Parks, author of the cookbook BraveTart: Iconic American Desserts. Stella went to the Culinary Institute of America (CIA) and trained as a pastry chef. While writing her book, she used this specialized training to look closely at Oreos […]

Introducing the Beyond Rubrics Toolkit


June 19, 2019

Maker-centered learning in schools can potentially transform K-12 education by promoting process-oriented, student-driven learning. However, the question of how to implement assessment is one of the most critical challenges teachers and schools face when attempting to truly integrate making into their curriculum. Many maker classrooms use rubrics to assess final products and portfolios, but evidence […]