Symbols of Success: New Representations for Teaching and Doing Mathematics Keith Devlin 2017-02-19 | A video version of my Flash Talk at the AAAS Annual Meeting in Boston, MA, February 18, 2017
DEVLIN: Breaking the Symbol Barrier Keith Devlin 2014-04-07 | Dr. Keith Devlin, BrainQuake's Chief Scientist, describes how recognizing the Symbol Barrier and developing a way to overcome it provided the revolutionary cognitive breakthrough behind the company's revolutionary learning and assessment tool.
Wuzzit Trouble in just over one minute - OLD VERSION Keith Devlin 2014-01-30 | NEW VERSION AT http://youtu.be/Uy3RXfY_Ad0
MathThink Portuguese translators w Keith Devlin Keith Devlin 2013-08-30 | MathThink Portuguese translators w Keith Devlin
The Story of Algebra, Part 4. The Arabic Era Keith Devlin 2013-03-19 | The final segment of a four part survey of the development of algebra. This lecture focuses on the explosion of major Arabic works following al-Khwarizmi up to the end of the 12th Century CE. Excerpted from my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University http://tinyurl.com/b7mnu46
The Story of Algebra, Part 3. al-Khwarizmi Keith Devlin 2013-03-19 | The third segment of a four part survey of the development of algebra. This lecture focuses on the work of al-Khwarizmi in the 7th Century CE, generally regarded as the establishment of what we today call algebra. Excerpted from my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University http://tinyurl.com/b7mnu46
The Story of Algebra, Part 2. Early history Keith Devlin 2013-03-18 | The second segment of a four part survey of the development of algebra. This lecture covers the period up to the 7th Century CE. Excerpted from my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University http://tinyurl.com/b7mnu46
The Story of Algebra, Part 1. What is Algebra? Keith Devlin 2013-03-18 | The first segment of a four part survey of the development of algebra. In this lecture segment I point out that what many people think of as algebra is not algebra, rather arithmetic with letters. Excerpted from my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University http://tinyurl.com/b7mnu46
Q&A: Models and Algorithms Keith Devlin 2013-03-17 | What is a mathematical model? What is an algorithm? And what, if any, is the connection between them? Segment from a Q&A session in my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University http://tinyurl.com/b7mnu46
A Different Way to Teach Arithmetic Keith Devlin 2013-03-17 | In the USA, we typically teach arithmetic starting with the positive whole numbers, then handling fractions, negatives, and finally real numbers. In doing so, we are building on a historic, commercial approach to arithmetic. But it's possible to take a scientific approach, and start with the real numbers. This has been used elsewhere in the world. Lecture segment from my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University http://tinyurl.com/b7mnu46
Q&A: Why we teach algebra Keith Devlin 2013-03-17 | In 2012, Andrew Hacker wrote an opinion piece in the New York Times Magazine suggesting that teaching algebra in high school was a waste of time. http://tinyurl.com/9yedr2j. I was asked to comment on Hacker's article by students in my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University tinyurl.com/b7mnu46. I did not mince my words. Hacker was displaying his ignorance of what algebra is.
Q&A: The Brilliance of Calculus Keith Devlin 2013-03-17 | The brilliance of calculus is that it takes something that is at the limits of the human intellect (infinity) and reduces it to a set of routine procedures (algorithms). Segment from a Q&A session in my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University tinyurl.com/b7mnu46
The Birth of Arithmetic Keith Devlin 2013-03-17 | When, where, how, and why were numbers invented? Lecture segment from my Stanford Continuing Studies course "Mathematics: Making the Invisible Visible" on iTunes University http://tinyurl.com/b7mnu46
Devlin MOOC: 23. Do MOOC instructors collaborate? Keith Devlin 2013-03-17 | Is there a framework for MOOC instructors to collaborate and exchange ideas?
Devlin MOOC: 22. Calibrated peer evaluation Keith Devlin 2013-03-17 | In a MOOC. the only practical way to grade student work that requires human judgements is for the students to grade one another's submissions. if implemented well, this can be much more effective than you might suppose. Moreover, it offers a valuable learning experience for the student-as-grader.
Devlin MOOC: 21. Incorporating apprentice learning in a MOOC Keith Devlin 2013-03-16 | One promising aspect of MOOCs is to incorporate the well established educational method of apprentice learning.
Devlin MOOC: 20. Ph.D.s by MOOC? Keith Devlin 2013-03-16 | As MOOCs develop, can we expect to see the day when it will be possible to get a Ph.D. by MOOC?
Devlin MOOC: 19. Play It Again, Sam! Keith Devlin 2013-03-16 | An obvious feature of MOOCs is that, like books, once created, they can be re-run indefinitely.
Devlin MOOC: 18. Certifying correctness Keith Devlin 2013-03-16 | Who checks the MOOC lectures for accuracy and certifies their correctness?
Devlin MOOC: 17. Instructional science videos dont work Keith Devlin 2013-03-16 | Research shows that well made, instructional science videos not only do not help people learn science, they have a negative effect.
Devlin MOOC: 16. Predicting success Keith Devlin 2013-03-16 | There are some reliable, yet simple ways to predicts if a student in a MOOC will be successful. But they may not be what you expect.
Devlin MOOC: 14. Are MOOCs Truly Open to All? Keith Devlin 2013-03-15 | Is it really the case that MOOCs are open to all? What is required in order to successfully take a MOOC?
Devlin MOOC: 13. MOOCs or MOOLs? Keith Devlin 2013-03-15 | Why offer a MOOC -- a course, with submission deadlines for assignments? Why not a collection of MOOLs (massively open online lectures) that people can watch whenever they want?
Devlin MOOC: 12. Why Take a MOOC Version? Keith Devlin 2013-03-13 | Why would anyone choose to take a MOOC version of a traditional class?
Devlin MOOC: 11. Making Lectures Obsolete Keith Devlin 2013-03-13 | Will MOOCs make the live lecture obsolete?
Devlin MOOC: 10. Lot of Work Keith Devlin 2013-03-12 | Making a MOOC is a lot of work. Is it worth it?
Devlin MOOC: 9. Not Traditional Lectures Online Keith Devlin 2013-03-12 | MOOCs are a lot more than traditional lectures online.
Devlin MOOC: 8. The Discussion Forum Keith Devlin 2013-03-12 | In some respects, the MOOC discussion forum is better than a traditional college seminar.
Devlin MOOC: 7. Are MOOCs Really New? Keith Devlin 2013-03-12 | Online education has been around for many years now. What's new about MOOCs?
Devlin MOOC: 6. The Personal Connection Keith Devlin 2013-03-10 | The important role in education of the personal connection between the student and the teacher is as critical in a MOOC as in the classroom.
Devlin MOOC: 5. MOOCs are One-on-One Keith Devlin 2013-03-10 | It may seem paradoxical, but the best way to teach tens of thousands of students online is to use one-on-one teaching.
Devlin MOOC: 4. Handling Design Issues Keith Devlin 2013-03-10 | How did you set about dealing with the many new issues that must surely arise in taking a classroom course into MOOC format?
Devlin MOOC: 3. Course Structure & Student Body Keith Devlin 2013-03-10 | How is your MOOC structured? What are the main components? And what do you know about your students? What are they looking for?
Devlin MOOC: 2. How Do You Assess Progress? Keith Devlin 2013-03-09 | In a MOOC, how does the instructor know if all/some/any students are making progress?
Devlin MOOC: 1. What is it About? Keith Devlin 2013-03-09 | What is the main focus of the Stanford MOOC "Introduction to Mathematical Thinking" on Coursera?
Devlin Math MOOC Version 2 Keith Devlin 2013-02-27 | Broadcaster Angie Coiro, currently host of the syndicated radio and television interview show "In Deep", interviews Keith Devlin and his TA Paul Franz about the changes they have made in the second version of the course, which got over 70,000 students when first offered in September 2012.
Team Discussion Keith Devlin 2012-08-30 | A discussion about my fall Stanford MOOC with my two course TAs,recorded three weeks prior to launch.
MOOC Sample Keith Devlin 2012-08-11 | A clip from Lecture 1 of Keith Devlin's Fall 2012 Stanford MOOC "Introduction to Mathematical Thinking", coursera.org/course/maththink. This clip is low res. The version on Coursera is much cleaner and easier to read.
