Online courses directory (10358)
Priceline co-founder Jesse Fink explains to entrepreneur Steve Blank how his early company was a technology-enhanced sol
New ideas based on high-technology research have a high failure rate because they hit the ground running with lopsided priorities and misalignments. Students complete this course with an Innovation Creed (“Why are you doing this?”) and a customized Idea Filter (“Are you working on the right priorities?”)—2 simple tools that steer concept-stage commercialization to success.
This course introduces the fundamentals of technology entrepreneurship, pioneered in Silicon Valley and now spreading across the world. You will learn the process technology entrepreneurs use to start companies. It involves taking a technology idea and finding a high-potential commercial...
By Chuck Eesley
This course introduces the fundamentals of technology entrepreneurship, pioneered in Silicon Valley and now spreading across the world. You will learn the process technology entrepreneurs use to start companies. It involves taking a technology idea and finding a high-potential commercial...
By Chuck Eesley
This is the second part of a course that introduces the fundamentals of technology entrepreneurship, pioneered in Silicon Valley and now spreading across the world. You will learn the process technology entrepreneurs use to start companies, which involves taking a technology idea and finding a...
This is the second part of a course that introduces the fundamentals of technology entrepreneurship, pioneered in Silicon Valley and now spreading across the world. You will learn the process technology entrepreneurs use to start companies, which involves taking a technology idea and finding a...
When a person lives on less than $2 a day — as some 2.7 billion people around the world do — there isn’t room for a product like a solar lantern or a water filter to fail. Investment in failing products undermines future innovation by reducing confidence and depleting scarce resources.
It’s a challenge faced every day by development agencies, nongovernmental organizations (NGOs), and consumers themselves. With so many products on the market, how do you choose the right one?
This course, developed by MIT’s Comprehensive Initiative on Technology Evaluation (CITE) will explore the fundamentals of technology evaluation for global development. It includes a deep dive into CITE’s 3S methodology, looking at products from three angles:
- Suitability—does a product perform its intended purpose?
- Scalability—can the supply chain effectively reach consumers?
- Sustainability—is it a product that can be used correctly, consistently, and continuously over time?
This course is designed for academics and global development practitioners; those interested in conducting their own technology evaluations to promote data-driven decisions through research or development practice.
*Note - This is an Archived course*
As fossil-based fuels and raw materials contribute to climate change, the use of renewable materials and energy as an alternative is in full swing. This transition is not a luxury, it is has become a necessity. We can use the unique properties of microorganisms to convert organic waste streams into biomaterials, chemicals and biofuels. This course provides the insights and tools for biotechnological processes design in a sustainable way. Five experienced course leaders will teach you the basics of industrial biotechnology and how to apply these to the design of fermentation processes for the production of fuels, chemicals and foodstuffs. Throughout the course, you will be challenged to design your own biotechnological process and evaluate its performance and sustainability. The undergraduate course includes guest lectures from industry as well as from the University of Campinas in Brazil, with over 40 years of experience in bio-ethanol production. The course is a joint initiative of TU Delft, the international BE-Basic consortium and University of Campinas.
LICENSE
The course materials of this course are Copyright Delft University of Technology and are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Netherlands License.
This is a past/archived course. At this time, you can only explore this course in a self-paced fashion. Certain features of this course may not be active, but many people enjoy watching the videos and working with the materials. Make sure to check for reruns of this course.
Aim is to analyze important current events for what they reveal about the nature and working of our technological world. Starting point is connection between technology and terrorism. Subject also explores how a human-built world can foster insecurity and danger, and how human beings respond. Many invited guests help develop a strong interdisciplinary approach (science, engineering, social science, humanities). Topics include technological risk and remediation, sociotechnical systems, imagination of disaster, technology and identity, technology and religion, technology and education, and technology and trust. Written and oral assignments and a final project required. Service-learning proposals and web-based presentations, in addition to written work, may be considered for the final project by the instructor.
As educators and learners of foreign language(s), we want our students to be proficient and competent in a target language. The way technology is used in a foreign language class has a significant impact and influence on the success of our students. If you are a foreign language educator passionate about learning how to use technology in your class, this course if for you! This three-week course will require a time commitment of approximately three to five hours each week (to earn the certificate of completion). The first two weeks will be dedicated to discussion and assignments and week three will be dedicated to a final project. This course will provide Web sites and programs that may be used in traditional and online foreign language classes. The focus is placed on all skills, especially speaking and listening.
This course will consider the ways in which technology, broadly defined, has contributed to the building of American society from colonial times to the present. This course has three primary goals: to train students to ask critical questions of both technology and the broader American culture of which it is a part; to provide an historical perspective with which to frame and address such questions; and to encourage students to be neither blind critics of new technologies, nor blind advocates for technologies in general, but thoughtful and educated participants in the democratic process.
Today many people assume that technological change is the major factor in historical change and that it tends to lead to historical progress. This class turns these assumptions into a question—what is the role of technology in history?—by focusing on four key historical transitions: the human revolution (the emergence of humans as a history-making species), the Neolithic Revolution (the emergence of agriculture-based civilizations); the great leap in productivity (also known as the industrial revolution), and the great acceleration that has come with the rise of human empire on the planet. These topics are studied through a mix of textbook reading (David Christian's "Maps of Time"), supplementary readings (ranging from Auel, "The Clan of the Cave Bear" to Hersey, "Hiroshima"), illustrated lectures, class discussions, guest lectures/discussions, short "problem paper" assignments, and a final project defined by the student.
Because MIT is celebrating its 150th anniversary in 2011, this version of the class will also focus on connections between MIT as an institution and technology in the history of the last 150 years.
