# Life during a pandemic #alonetogether

Data: 11-01-2025 21:44:24

## Lista de Vídeos

1. [Connecting the community in the virtual space](https://www.youtube.com/watch?v=fKqzUthpXZk)
2. [4.022 Design Techniques and Technologies: Thinking through Making with Thomas Heatherwick](https://www.youtube.com/watch?v=5jlJZxqEHw0)
3. [Data-driven Decisions During a Pandemic](https://www.youtube.com/watch?v=XRRfWyow-ww)
4. [MIT to Host Virtual Robot Competition](https://www.youtube.com/watch?v=2rjRlqlcST4)
5. [Prospective Evaluation of the Transparent, Elastomeric, Adaptable, Long-Lasting (TEAL) Respirator.](https://www.youtube.com/watch?v=ZKRn_lHPzRs)
6. [Above and beyond](https://www.youtube.com/watch?v=ROn3fYmEYsM)
7. [Superhero properties](https://www.youtube.com/watch?v=bn4tG2_yJbY)
8. [Tisdale and Love in the time of Coronavirus](https://www.youtube.com/watch?v=Vfshm6ZPNoI)
9. [Teaching Mechanical Engineering in a Pandemic](https://www.youtube.com/watch?v=UA9ekRZg6_Y)
10. [Alumna’s academic coaching business meets the pandemic, and pivots](https://www.youtube.com/watch?v=Zq8VDk92-zU)
11. [Highlights from Expedition: Bio 2020, Whitehead Institute's first virtual summer science program](https://www.youtube.com/watch?v=dULi1SnFfUM)
12. [What it's like to participate in a space launch during Covid](https://www.youtube.com/watch?v=KES3xS-Q9Ic)
13. [Adapting during a pandemic at MIT Medical](https://www.youtube.com/watch?v=-BwmgBS5rYI)
14. [[Private video]](https://www.youtube.com/watch?v=WkH2dG_OGwQ)
15. [During Covid, live home cooking show connects restaurant with its customers](https://www.youtube.com/watch?v=_ERmxo9NjZE)
16. [Just chip away](https://www.youtube.com/watch?v=3BM1V3vRATM)
17. [The circle of friendship keeps expanding](https://www.youtube.com/watch?v=Sne-0XTr0XU)
18. [Finding ways to help](https://www.youtube.com/watch?v=ODAdJzbr7HI)
19. [An Online Defense](https://www.youtube.com/watch?v=WMKarBKTUMU)
20. [Boy With Luv — MIT Syncopasian (BTS feat. Halsey) [Zoom Edition]](https://www.youtube.com/watch?v=mua4z4E9Er4)
21. [Beethoven, Quarantined](https://www.youtube.com/watch?v=GsqqNKRH-G8)
22. [Becoming a Doctor on Zoom](https://www.youtube.com/watch?v=nigfPEW8o2A)
23. [Special Episode: Teaching Remotely During Covid-19 with Prof. Justin Reich](https://www.youtube.com/watch?v=7EnnSachgeQ)
24. [Musical conversation with Samantha Farrell (Podcast)](https://www.youtube.com/watch?v=Up-oC3CzexU)
25. [Design problem: How to teach a hands-on course online](https://www.youtube.com/watch?v=EEuJBmf8VVY)
26. [Borderline Tunnels with a Virtual Twist](https://www.youtube.com/watch?v=TdTBWN-yaMo)
27. [Professor Mom](https://www.youtube.com/watch?v=739jdJIBQ00)
28. [Dissertation (Un)interrupted](https://www.youtube.com/watch?v=B6QoEMncOxA)
29. [Virtual Hug](https://www.youtube.com/watch?v=4q_5A1Q3rbU)
30. [Lenseye - Quaranteen (Official Music Video)](https://www.youtube.com/watch?v=gkdDsaDkJOM)
31. [Power of a Poster](https://www.youtube.com/watch?v=YFwr298jvDc)
32. [Connecting MIT with Yoga](https://www.youtube.com/watch?v=E2VM6hcQ_qo)
33. [#ZoomADay, with Dan Novy](https://www.youtube.com/watch?v=HI7E1ME40ps)
34. [Building and Reconnecting MIT in Minecraft](https://www.youtube.com/watch?v=XjvATlcMo9w)
35. [A call to arms for everybody](https://www.youtube.com/watch?v=GhVi97XEiS4)
36. [Spanning the distance: Maintaining a sense of community with John Dozier](https://www.youtube.com/watch?v=0QgKEB5_Zok)
37. [I can save the world from my living room](https://www.youtube.com/watch?v=lvsWP8du3SM)
38. [Isolating together: Checking in with Anette “Peko” Hosoi](https://www.youtube.com/watch?v=ASa_20p2i8U)
39. [Tips for surviving social distancing from an MIT astronaut](https://www.youtube.com/watch?v=ezyxCk8e2zc)

## Transcrições

### Connecting the community in the virtual space
URL: https://www.youtube.com/watch?v=fKqzUthpXZk

Transcrição não disponível

---

### 4.022 Design Techniques and Technologies: Thinking through Making with Thomas Heatherwick
URL: https://www.youtube.com/watch?v=5jlJZxqEHw0

Idioma: en

how's everyone doing who would have
thought that
the subject of hyperphysicality would be
so
relevant because we're having to
socially distance
but i actually feel socially closer
to more people i'm closer to you now
because i don't know if
that's your kitchen you'd have never
shown me your kitchen if we
were meeting now in boston together
[Music]
students usually embark on a large-scale
building exercise
where they build pavilions that are 15
feet or more in dimension
it's been i think a little bit difficult
because in the middle of this project
everyone had to leave campus go to their
individual homes
and sort of find what they could produce
essentially in their kitchens
when we originally set this theme of
hyperphysicality the context was
completely different
the world was okay and i think
thomas and i we're looking forward to
meeting you all in person
and having physical engaging discussions
about hyperphysicality
and then the world changed the students
are looking at physical means of
connection that are able to bridge
between
their various environments expanding
beyond that initial definition of hyper
whether that's through
light sound touch smell
orientation or movement
we've been interested in how you make
places engage people more our
research in our studio is how do you
bring people together
why would you go somewhere when you
don't need to
unless it really connects with your
humanity
in some way and engages you
i took hyper physicality to mean
creating
some sort of shared experience we had to
find a way
to merge the physical
and digital world it was very vague but
it became very interesting
because of this whole coronavare
situation
the students jumped in and
embraced the sudden shift in the
in the whole project and yet it was so
relevant
and it was a treat for us to watch
process happen over a number of weeks
so this is a giant tessellating
structure that would act as an acoustic
sound drop
an acoustic backdrop is hyper physical
because
it creates a more immersive experience
my project was basically trying to
create some sort of object that you
could
take into a video call in order to make
that call a more playful environment and
to sort of
have time with your friends that was not
limited to just this
box that we're in all the time now
our group wanted to focus on obsessive
rituals in particular
in light of this kobe 19 situation hand
washing
and we saw it as hyper physical because
soap
is one of the only things that we can
all physically touch right now and kind
of share
so you can see all of these five blocks
that we've been using for about
three weeks now when we wash our hands
and you can see how over time each
person has eroded
to emphasize different motions it's a
lovely project
i i love the materials you've used i
find them still
holding back a little bit in in terms of
form
i would push it to its limit until they
are
the definitive hand sculptural the dance
i mean there's a choreography
that you've really tracked which was
lovely
um and how you can they provoke that
that hand dance i think it's
really powerful to have people
involved in classes that are doing what
you want
to do when you graduate see kind of
what you're going towards
i really appreciate the amount of
efforts and deep thinking
that each of you have put into this
because i know it's an incredibly
abstract
brief dissecting the word hyper and turn
it into
these incredibly physical things that
yet
operate in totally non-physical ways in
order to connect you
there wouldn't have been a better time
to be thinking about this idea of hyper
physicality than
when you're at home trying to share your
experience with other people
that aren't there with you so you have
to find creative ways to express
yourself and that was
what this class was about i'm glad that
all of you were able to
sort of take i think the brief not just
as
something to design for but as a
methodology as well
that gave you physical interactions that
forced you to do physical things i feel
like i got to focus
more on building the narrative and
communication
in the studio i might have focused more
on
the tools seeing what i could do with
the tools rather than what the tools
could do
for me the wartime spirit
was quite amazing because every
student was working at home there was
the immediacy of what do you have around
your house
maybe we had a more meaningful
interaction in some strange way by not
being together
because we were thrown together in the
adversity
of the situation
[Music]
[Music]
you

---

### Data-driven Decisions During a Pandemic
URL: https://www.youtube.com/watch?v=XRRfWyow-ww

Idioma: en

(Music intro, which plays under 
the rest of the conversation)
(Munther Dahleh speaking) The IDSS community
came together, after COVID-19,
and formed Isolat,
a collaboration among 
students, postdocs, professors, 
to address interesting, difficult questions
that emerged from this pandemic. What was nice
about this collaboration is that it brought our
community together, every day at five pm, for 
one hour, to talk about the challenges that the  
broader community is having in controlling this 
pandemic. 
It brought an expertise in data science,  
in systems, in control theory, in 
fluid mechanics and fluid dynamics,  
together because this problem 
is very broad and it paid off.  
These levers that we have, 
testing, contact tracing,  
social distancing, and masks, and so forth,
now have been brought down 
to a science. We know exactly  
how they should be implemented, 
in a very, very effective way.
(Peko Hosoi speaking) Testing is only one of the 
levers we have to control the spread of the virus.
And we're making use of a number 
of the other levers actually during  
this conversation – one is masks, but since we 
are outside, and since I am at least six feet away  
from the entire crew, I'm gonna take off my mask.
(Munther speaking) A lot of people think of testing as a way of understanding the numbers
of who is infected and who's not.
But testing is really the only mechanism for controlling 
a pandemic, when you don't have a vaccine.  
It's testing, quarantining, contact tracing, that 
allows you to take out infected people before they  
infect others, and stabilize the whole growth.
(Peko Hosoi) And they way to think about this,  
is to think about the population in a number 
of boxes. The first box contains the people  
who are susceptible. So these are people 
who have not yet had the virus, so if they  
come into contact with someone who is contagious 
there is some probably that that they will sick.  
If someone in that box gets sick, they move to 
the next box. That box is the infected people box.  
Typically, they will contract the virus, 
and initially they will be asymptomatic,  
so they won't know that they're sick. And 
this is the dangerous part of the infection.  
So the name of the game is to find those 
people before they can infect other people.
As long as you are testing 
people frequently enough  
you can catch people before 
they pass the virus along.
(wind in trees) 
After we developed the model, a number 
of organizations reached out to us,  
including RADx, which is the Rapid Acceleration 
of Diagnostics, an NIH funded program. But what  
they lacked was the umbrella that would put them 
all together, to understand how do we deploy  
those in specific organizations.
And that was the piece that
we were able to contribute,
through the research that we did.
So this is the spreadsheet that 
we're developing with RADx.
You can actually do a cost analysis, to figure 
out what are the different trade-offs that will  
enable me to make a rational decision about 
how to deploy testing within my organization.  
How much does wearing masks save me? 
How much does contact tracing save me?  
How much testing do I have to do if 
I can't social distance some people?
If I have 1000 people in my organization, I'm 
not wearing masks, I'm not contact tracing,  
how much does it cost you? And here it 
cost you somewhere between 20 thousand  
and 40 thousand dollars a day. So now, 
instead of 20 thousand dollars a day,  
it's costing me 10 thousand dollars a day.
Ah, what if I do robust contact tracing?  
Now I'm down to 2500 dollars a day. (Munther) 
Wow! (Peko) Right. So you can look at how these  
different trade-offs work for your organization.
The powerful thing about this tool is that we are  
not telling people what to do, but we are 
giving them the technology that empowers  
them to make rational, financial decisions 
that are tailored to their organization.
People can decide what they want to do.
(Munther) Exactly!
(Peko) That's the framework that we developed 
in coordination with the RADx group,
and that’s the framework that is 
going to be publicly available.
I think the really valuable 
thing about this tool is  
it lets people tailor their testing 
protocol to their specific organization. 
So this is not just a theoretical analysis. 
MIT has put their money where their mouth is,  
and we are testing the students twice a week, we 
are testing the faculty and the staff once a week.  
And these are the testing recommendations
that have also appeared
in the Massachusetts guideline for testing 
at institutions of higher learning.
So, moving forward, we're going to continue 
to develop other options, such that it can be  
used by any semi-contained organization, to help 
them control the spread within their community. 
(Munther) The pandemic gave 
us a much better understanding
of what one can do when we don't have vaccine, 
when we don't have herd immunity. At the end of  
the day, the work that was done under Isolat 
had an impact on what MIT decided to do,
what the State of Massachusetts 
decided to do, what many universities  
have done, and even governments–
like India, Peru, and others.
This is now part of science,
and this is going to be impactful in the future.
(Music plays and then fades out as credit run, closing with the link whentotest.org)

---

### MIT to Host Virtual Robot Competition
URL: https://www.youtube.com/watch?v=2rjRlqlcST4

Idioma: en

[MUSIC PLAYING]
AMOS WINTER: Are you
tired of being home alone?
Eyes glazing over from
endless Zoom calls?
Lacking manus in your
mens et manus education?
If so, you need 2.007, the
Home Alone Together addition.
No matter where you live,
from Cambridge to Kathmandu,
each 007 student will
receive Pappalardo in a Box.
With our new kit of
tools and materials,
you'll experience
all the magic of 007,
whether you choose to take the
class semi or fully virtual.
But wait.
There's more.
You'll also receive your very
own competition game board.
Inspired by the iconic
movie Home Alone,
your robots will swing paint
cans to knock over the robbers,
collect Christmas ornaments,
or escape down the zip line.
And just like every
other year, you'll
participate in a live
head to head competition,
but broadcast from the
comfort of your own home.
Say goodbye to your quarantine
blues this spring with 2,007,
the Home Alone
Together addition.

---

### Prospective Evaluation of the Transparent, Elastomeric, Adaptable, Long-Lasting (TEAL) Respirator.
URL: https://www.youtube.com/watch?v=ZKRn_lHPzRs

Idioma: en

in february of 2020 reports were circling of 
an outbreak that none of us could imagine would  
affect our lives in such a drastic way worst of 
all those who protect us were also unprotected  
supply chains for protective equipment were 
suddenly exhausted standards for protective  
equipment were altered new standards brought new 
challenges our team began developing a reusable  
N95 respirator that supports the critical needs 
of healthcare workers the result a transparent  
elastomeric adaptable long-lasting respirator that 
is rapidly scalable in quantities that can make an  
impact now the teal respirator benefits from 
the flexibility and comfort of a silicone rubber  
that can be disinfected using a variety of 
techniques including bleach wipes autoclave  
or even a dishwasher in fact after 100 
sterilization cycles our mask remains  
stable users can breathe easy knowing that our 
replaceable filters contributes less than half  
the waste of current methods and the transparent 
materials facilitates communication with patients  
more recently we have expanded the capabilities 
of our mask through the incorporation of sensors  
to provide the wearer with feedback indicating 
good fit as well as well-functioning filters  
we have tested our mask systems at brigham 
and women's hospital and massachusetts general  
hospital on 60 staff with all staff passing 
a fit test to support the manufacturing  
certification and dissemination of these 
systems we have started a company teal bio  
to support these efforts and get our 
masks out of those who need it most

---

### Above and beyond
URL: https://www.youtube.com/watch?v=ROn3fYmEYsM

Idioma: en

[music]
We wanted to do a feedback control
class that was much more lab based,
much more flipped classroom style where there's
a couple hours of lectures but the main
learning was the three-hour lab experience
where you'd interact with the TA's and
try to engage students in the discussion
of their design.
The first couple times we taught it, 
it was very successful and got very popular
and this past term was the largest class
we've had. It was 130 students.
Hey Professor White !
Hi Professor White!
Professor White, Thank you so much!
When the semester became remote
with all the Covid stuff
I really appreciated your enthusiasm 
and eagerness to improvise!
We gathered together enough parts to send 
a kit of parts home  with every single student.
We gave them videos to teach them
how to assemble it into a system ---
and then they would have to model the
system and then design ---
What we found is that if you think there's
one technique that works, there isn't.
So, some students just wanted the expectations of synchronous lectures done live.
A third of the students just want us to
set up Zoom breakout rooms where
four or five of them will come together
and they just talk through the problem sets of the labs.
The other thing that worked really well
is we had a mixture of grad students and
undergrads taking the class
and we decided that a good way to give
graduate students the
extra tasks they had to do to make it a
grad class was to say okay you can
satisfy that criteria by helping one of 
the undergrads get through in the labs.
Magically overnight
students who were just lost seem to
suddenly feel like they had a lifeline
and grad students suddenly felt connected and
you know, "What I can get course credit for doing something that really means a lot to me?"
You were incredibly accommodating 
and understanding.
I genuinely enjoyed doing
all the labs at my own time.
I really think you did a great job of helping 
optimize that experience for us.
[voice of Jacob White] The idea of doing hardware for 
a wider audience is really tough.
I think the thing that made this class work 
is the fact that
we were willing to put in,
you know think about it, 130 students
six half-hour interviews one-on-one with
each student, that's 400 hours right off the bat.
and then you
double or triple that.
All props to you, your wonderful TA's 
and your colleagues!
Thank you so much for going above and beyond!
I can't thank you enough.
You know, we want students to feel a sense of agency,
"OK, I took this class and now if somebody
gives me, I don't know, a self-driving car, 
I'm gonna know how to control it
or if they give me, you know, a rocket, to keep going in the right right direction
I may not know how to do it, but I know
how to get started, and I know
I have the tools that will help me
figure out what questions to ask."
And in hindsight I maybe haven't been
as honest with myself about
how effective
those open-ended labs on campus were,
that maybe the things we did to make it
work remotely
would also have helped students
get a better experience out of working 
on the labs on campus.
If we're going to do more remote education
not just because of Covid,
it doesn't really matter if we can 
bring them into the lecture halls
I don't think that's very important to them.
I think the thing that will matter the
most is for them to be able to interact
with each other face to face.
If they can just walk down the hall and
ask them their friends for help on the
problem set, I think that's a
big part of the MIT education.
[music]

---

### Superhero properties
URL: https://www.youtube.com/watch?v=bn4tG2_yJbY

Idioma: en

[music and students singing] "Marky on the Mic"
[voice of Polina Anikeeva]
3.024 is called electronic optical magnetic properties of materials.
It's a class about our modern world.
[music and voice of Polina Anikeeva]
"Welcome back to 3.024."
[student singing] "My homie's name is Batman and he's an awesome hero."
You take a device, you know, you pick this thing,
and it's full of electronic optical
magnetic structures
nothing inside this device is from the
classical world
everything about this device is quantum
and the way we teach 3.024 is
we start from the very basic
and we teach them quantum mechanics 
and then solid state physics
and then on top of that foundation
we teach the material science
of electronic optical magnetic properties.
"Pull it, and the features that you have to find are..."
[Student singing]
"He's just a good guy, he will save a stranger..."
I like superheroes a lot. 
When I taught 3.024 for the first time
in the spring of 2012, instead of having
a review session in the last lecture we had
a common battle where all students had to
create comics about the course materials
featuring as many concepts from the
class as possible
and superheroes from their favorite universes.
[student singing] "He knows his Hamiltonian, he knows how energy behaves..."
[voice of Polina Anikeeva] We kept that tradition going so all our midterms and finals
are always written in superhero comic book novels.
And in 2016 when Iwas asked to
create an MITx and Edx class
we had to create an original universe
because we didn't want to get into
copyright troubles.
So those are the problem sets.
So basically we had all the lectures recorded, 
all problem sets available.
When the pandemic
struck and we had to go online
in the residential platform
the in-person component was gone.
that said, we had beautifully recorded lectures and
my thought was that
students would be encouraged to watch
the lectures and then
people could come and discuss the lecture.
That was a total failure. I showed up to
my first online lecture
and no one watched anything, 
so I switch on Zoom whiteboard
and I start giving my normal lecture.
That was Monday. Wednesday comes up,
same thing.
Friday same thing.
So rather than trying to
do any kind of enforcements I polled the class
and an overwhelming majority preferred live lecture.
And that was really surprising because
I was essentially teaching a white blank page
and somehow they still liked it better
than watching the recorded sessions.
[student singing] "It's too bad for you Mr. Superman, your laser eyes just won't do."
[voice of Polina Anikeeva] 
We still maintain the design reviews
we still had them working in teams,
we still held traditional closed book exams.
[student singing] 
"His unique personality is a quantum superposition"
[voice of Polina Anikeeva] 
The students loved Slack.
A thing that I think made 
that Slack channel so active and so popular
was the responsiveness of the teaching team.
[student singing]
"Go back to Mathematica and run your code again".
I had a graduate student TA to support
the big computational aspect, the design reviews
and then I had two undergraduate half
TA's that taught recitations
but I also had people who 
worked with me in previous years
volunteer their time and joined that
Slack channel so that they could answer
more questions from more students.
So I had a whole group of people
wanting that class to succeed and they did
as well, if not better, than in previous years.
[student singing] "Ant Man surpasses what's classical, and easily enters quantum,
and Dr. Strange, who's kind of independent, I've to to say is equally awesome!"
[voice of Polina Anikeeva] 
I always love teaching because I get to
interact with students 
and I get to experience their energy.
If we watch them kind of struggle
in front of us with a problem
we would have seen that
moment of clarity
but it's really difficult to experience
that on Zoom.
It's a little bit ironic because
we rely on the technology governed by
everything we learn in that class.
But 3.024 is just so much more than the material.
It's growing up.
It's taking something that's really really hard
and learning to work at a very 
different level of intellectual maturity.
For me at least the community made all the difference because we all could help each other
and realize that we're in it together.
[student singing] "Okay, we clearly see both sides measure up without complete collapse"
[student singing] "But honestly, the energy of DC 
just has too many large band gaps."

---

### Tisdale and Love in the time of Coronavirus
URL: https://www.youtube.com/watch?v=Vfshm6ZPNoI

Idioma: en

[music]
Historically thermodynamics had been one of the most
unpopular undergraduate subjects in
chemical engineering at MIT.
And so a couple of years ago 
Professor Chris love and I both together
were asked to rethink how we teach
thermodynamics.
So we completely inverted the class.
We introduced elements of statistical mechanics,
we decided that the focus
should be starting out by developing a
conceptual understanding of entropy.
It's always taught as this esoteric concept.
It's not an esoteric concept!
It's a very well-defined statistical concept
that means something if you take the time to teach it.
And it had gone really well the first
semester we taught it.
We got great reviews.
And then we decided to make it even better!
We were spending a lot of time reviewing
mathematical concepts that the students
had learned in previous classes
and so Chris Love was really the pioneer
bringing MITx
as a residential online learning component to aid 
what was going on in the classroom.
And we had set it up to just run 
for the first four weeks of the semester.
Our plan was to stop using that and 
continue as a as a normal class
but then of course the Coronavirus outbreak happened
and we needed to rethink
how we were gonna deliver instruction in the class.
The big decision was
how much of the class to try to continue
to deliver synchronously versus
make it an entirely self-paced subject.
Keeping in mind that not all students
have the same quality access to internet
we decided to transition our subject 
to a completely self-paced subject.
This was really possible because we had
already developed the framework of MITx for this class.
We switched to releasing the material
 in weekly modules.
We would record short lecture videos
short example problems, release a set of
notes, and then there would be a problem set.
And then we converted all of our existing lecture and recitation schedule time
to Zoom office hours five days a week,
different times of day
trying to capture every student no
matter what time zone they're in
and no matter what their personal
schedule is.
So it was a large staff. I mean there
were five full-time instructors
and we needed it. It took a lot of
person power to get everything accomplished.
And the students, it was a challenge for them as well!
Even though self-paced learning provided them with
the flexibility to engage with material,
it's not the way they're used to learning
It's not the way they've
learned all their life.
In the end, I think it was well received.
One thing that I think we might keep, even when we go back to residential learning,
we had 24-hour take-home exams.
And that just overwhelmingly relieved so much stress that normally surrounds exams.
These are just good kids. Like they're just
so genuinely interested in learning
and if you give them the opportunity to
to not be obsessed about their grade
they will not be obsessed about their
grade and they will want to understand.
The Covid remote learning experience 
really drove that home for me.
I had forgotten just how dedicated 
our MIT students are actually to learning.
I think one of the most important 
things we do as professors
is sharing our passion for the material,
teaching the students why you care about this, 
why this matters,
and showing them how much it means to us.
And that was one of the hardest things to
convey in an online learning setting.
So I think, moving forward
best practices in the future for us are
going to be a mix
of self-paced and live sessions.
[music]

---

### Teaching Mechanical Engineering in a Pandemic
URL: https://www.youtube.com/watch?v=UA9ekRZg6_Y

Idioma: en

[SLOW-PACED PIANO MUSIC]
JOSEPH WIGHT: When
I first learned
that we were going to
have to be mostly remote,
it was a disappointment.
SIMONA SOCRATE: The students
were going to feel isolated.
JOSEPH WIGHT: And the
first thing we thought of
was, OK, how can we give
them the exact same education
or as close to it but not
require them to be on campus,
not require them to
be in the same space?
SIMONA SOCRATE: How do
we make the semester
so that it works both from
an academic perspective
and from a personal perspective,
from a community perspective?
JOSEPH WIGHT: And that was
definitely overwhelming,
but we also--
we didn't hesitate.
We just immediately started
coming up with ideas.
SIMONA SOCRATE: I think
a lot of the content
can be delivered effectively
in an asynchronous way,
but that doesn't allow
a teacher to understand
where the student is
in terms of learning,
in terms of understanding.
So the synchronous times
are really important,
and this is the idea that
brought the concept of mailing
each student a kit, a class kit
so that we can interact online
to understand how
what we teach has
bearing in the physical world.
NEVAN HANUMARA:
Which is absolutely
crucial to the learning.
It's [INAUDIBLE] at MIT.
SIMONA SOCRATE: My
basement is totally
taken over by the preparation
of this remote kit.
We have pool noodles
to simulate beams
and shafts, exercise elastic
bands to do uniaxial loading,
a [? twizzler ?]
to look at what is
a positive or a negative angle
of twist for shaft in torsion.
It's a compromise between
rigorous mechanics
and a little bit of fun.
STEPHEN BANZAERT: Our
plan is to basically
have people on call
to answer questions
any time during the week.
We have over the years tried to
build a welcoming and friendly
community.
That's the thing that I'm
hoping to translate the most.
SIMONA SOCRATE: In
the laboratory space,
we created a studio space.
We have lights, camera.
Kind of like a Hollywood studio
but for mechanical engineering.
With this shared
space, the instructors
are going to be able to interact
with the students effectively.
JOSEPH WIGHT: What
I'm doing right now
is developing a system that
I can get every student's
eyes on every piece
of equipment that they
will touch in the course.
I'm basically running
my own little newsroom,
and the objective
there is to get
them as comfortable as
possible before they
enter into the shop.
They need to understand how to
control an injection molding
machine so they can know
how the parameters directly
affect the parts.
So when they show up, rather
than them having a blank slate,
they've already done
25%, 50% of what I need.
And that's going to be
the standard from now on.
STEPHEN BANZAERT: This process
is simultaneously very exciting
and extremely daunting.
NEVAN HANUMARA: This is
a really great challenge.
What we learn from
this will carry forward
into new ways of teaching.
STEPHEN BANZAERT:
What we're attempting
is a completely novel
structure for us.
SIMONA SOCRATE:
We are going to go
all out in terms of resources.
JOSEPH WIGHT: So they're
going to get a good class.
Don't worry.
We got this.
Everything's going to be fine.
I think it'll be
better in the long run.
[LIGHT MUSIC]

---

### Alumna’s academic coaching business meets the pandemic, and pivots
URL: https://www.youtube.com/watch?v=Zq8VDk92-zU

Idioma: en

Stephanie Espy: You know, we haven't seen
the end of COVID yet, and I think that we
won't ever go back to how things used to be.
I don't think any industry will entirely go
back to how things used to be.
[music playing]
Espy: When I was a young girl, around seven
or eight years old, I used to watch my mother
help students with math and 
science on the weekends.
Kids would come to our house, and she 
would sit down at the kitchen table
and help them with 
various different subjects.
It really spearheaded my decision to pursue
a career in the space where I can help students
every day become more fluent 
in math and science subjects.
[music playing]
Espy: We want to help students become more
STEM-fluent, which is the ability to think
critically and logically, to innovate, and
to problem-solve.
And ultimately our goal is to help inspire
them towards a career in STEM, as well as
help them understand how it connects to the
world around us.
Being able to serve schools and families and
students in my local area was the goal for me.
I’m born and raised in Decatur, Georgia.
Currently live outside of Decatur in Atlanta
and there’s so much opportunity right here
within 30-, 40-mile radius to impact the community.
With COVID and the pandemic, one of the things
that's changed for me is the way I interact
with the families of the students that I serve.
[music playing]
Espy: Going virtual, having lots more contacts
with people outside of Atlanta,
I think we're able to reach more students, 
more families, more educators
across the entire country, even across the globe
in a way that we otherwise before COVID really
weren't focused on doing.
So I think the question for me and for my
MathSP team is what does the future look like?
What I do know is that it will be a hybrid.
Connecting with families not only that are
local to us, but finding ways to offer our
services to families that are outside of the
Atlanta area in a way that still resonates
what we do well, what we do best in a very
genuine, authentic way.
[music playing]

---

### Highlights from Expedition: Bio 2020, Whitehead Institute's first virtual summer science program
URL: https://www.youtube.com/watch?v=dULi1SnFfUM

Idioma: en

so here i go
trying to put in some of those
[Music]
okay and for you guys i'd like you to
just take a second
a few seconds to see
if you've captured some of the data some
of the information that's on the page
even if it's not
quite in the right place or
exactly like the leaf that you're
looking at
nice work you guys so it has to be kind
of a
smoothie okay
so the dna is there okay it's floating
there
but we don't want the pieces of
strawberries we don't we don't want the
protein that hopefully we were like
precipitated with the salt so we want to
get rid of that
so that's why we are going to filter
this okay
we are going to use the barrier of a
coffee filter or in my case a cheese
cloth
to do this because if you are ready guys
take your time just very carefully
filter this okay
i don't know if you can see it there
so black side on the red
exactly exactly does this look good
[Music]
yes that's great and you want to aim it
at a bright light source so like the
window or
light bulb and so you can take it
exploring with you when you go for ice
in
the woods or down to the ocean everyone
should have these out
and in reach and we're going to start
with our piece of paper
and your job for the weekend is
to track because we have day two day
three day four
we'll be recording the height for the
next three days and i want to see
what everyone's heights are for the next
three days
don't hold it like this don't hold it
like this don't pretend to stab your
friends
so see what i'm doing here so i'm
pressing it down to the first stop
and then i can push a little bit harder
and it'll go down a little bit more
that's about the second stop and i'll
explain what that is in a minute but i
want to make sure everybody feels that
because that's the source of almost all
pipetting errors is not
knowing where that first stop is i'm
just going to try this and see if i can
get this to go into
the well ah there we go
so i'm taping it onto my stirring rod
like this and then i'm going to put it
into my alcohol
[Music]
and i'm going to set it aside and we'll
see what happens hopefully we get some
results here
oh that's great yeah you've got lots of
separation there really good
same jungle guys you guys are doing much
better than i did give me a thumbs up if
you see the red in the leaf mush liquid
when you remove it from the leaf it
doesn't make the glue coat anymore and
instead emits it and grinds forest
that is excellent catherine i couldn't
have said it better myself
the topic area we decided to work on was
how we can make medicine taste better
more than 8 million tons of plastic is
dumped into our oceans
every year our solution is red algae
the system we designed should reduce or
maybe even get rid of
co2 from escaping into the atmosphere we
are all
in a world that i don't think any one of
us imagined we would be in right now
and it just lifts my spirits to know
that this next generation of
science innovators you guys are ready
you guys are going to take on the
challenges that this world is facing and
knock it out of the park
so with that um i want to thank all of
you again
you guys have been amazing yeah it was
great to meet you all and feel free to
reach out with any sort of question
you know just continue to create and
think
and awesome thank you find what inspires
you
yes definitely
why you all look yellow now

---

### What it's like to participate in a space launch during Covid
URL: https://www.youtube.com/watch?v=KES3xS-Q9Ic

Idioma: en

Chris Cassidy: it was a different feel walking
out to the bus to go to the launch pad and
nobody was there. It was like walking 
into an empty parking lot.
[music playing]
Cassidy: I left America February 28th.
It was right around that timeframe when the
travel restrictions were starting to tighten a little bit.
[music playing]
Cassidy: All of the pre-flight activities
work-wise happened as normal, but we would
have entered formal quarantine right at the
end of March.
However, we entered basically quarantine the
beginning of March, about a couple of weeks
early, and really didn't leave 
our training location,
which is about 30 miles outside of Moscow.
And then we fly from Moscow to Baikonur, Kazakhstan,
where the launch takes place, and there it
was much, much tighter control.
We really didn't see anybody those last 10
to 12 days.
[music playing]
Cassidy: Once I got onto that bus and it's
about a 40-minute ride out to the launchpad
from where you get your suit on in 
Kazakhstan, it was just all business,
and we were focused on the launch.
[music playing]
Cassidy: Drew had been here for about nine
months, and Jessica had finished finishing
up her six month tour.
And they, of course, they could see the news,
and they knew what was going on, but nonetheless,
it was interesting for me to share my 
experiences prelaunch with them,
and they were full of questions.
The truly fascinating thing for them was to
be returning from space into the COVID environment.
There had to be special ground vehicles coordinated
to bring them to an airport that was different
from where we normally go because of travel
restrictions and visas.
They did make it back to Houston within about
a day or so of landing.
Then they were in quarantine, and it was not
the return to Earth that they were anticipating.
[music playing]
Cassidy: What's the one thing I'm most looking
forward to when I get back to Earth?
Homemade chocolate chip cookies, fresh-baked
out of the oven.
[music playing]
[no sound]
 

---

### Adapting during a pandemic at MIT Medical
URL: https://www.youtube.com/watch?v=-BwmgBS5rYI

Idioma: en

[MUSIC PLAYING]
BRIAN SCHUETZ: This has
been an incredible time
for MIT Medical.
It's been challenging.
It's been rewarding.
It's been emotional.
It's been draining.
It's been enlightening.
We really started our COVID
response planning in earnest
probably about a
week, week and a half
before the campus
emptied out, dedensified.
And that was because we just
needed to get ahead of it.
At that point, it
was very clear to us
that we were not going to be
able to operate in any way,
shape, or form like
we used to in person,
and that the only path
for us was telemedicine.
BETH DOWNING: Make
two appointments,
I can join the session
here if I want to.
SHERI GIANGREGORIO:
Now telehealth
had been something that we
had been thinking about.
And like everyone
was pushed home,
we really needed to be able to
have a solution where we could
still care for our patients.
If we had done this following
normal project management
principles, this
project probably
would have taken us
six months to roll out.
There are so many
different pieces,
and we didn't have six months.
So we were able to get it
up and running, really,
in a matter of weeks.
It'll update patient
tracking, which is updating
the area where all the--
BETH DOWNING: The
first task we had to do
was identify the providers
that were going to participate.
Then we were challenged with
scheduling individual training
sessions for each provider,
and Tom, Sheri, and I did that.
Currently, the primary
care service, urgent care,
dermatology service--
they're all conducting
telehealth visits.
Additionally, student
mental health and counseling
is using telehealth to
connect to their patients.
TOM GOODWIN: Most interesting
or fascinating things for me
was how quickly the
clinicians gathered up,
and they discussed
how you behave, what
happens during these visits.
They really talked about how
you connect with the patient,
and they really had some
fascinating concepts
that they shared
amongst themselves.
And I just found it was so
interesting, because we're
on the technology side, where we
push the devices and the means
and the mechanisms.
And they're actually
using it, and they're
using it in a really cool way.
BRIAN SCHUETZ: MIT Medical
dates back nearly a century,
and so we've worked
through some of the most
dangerous and deadly
diseases over that time
and keeping the campus safe.
And with COVID, we've
really redoubled our efforts
around community health
and public health.
We are very, very lucky that
early on in this process,
working with an MIT partner
at the Broad Institute,
we were able to stand up a
pretty significant testing
capacity, much, much larger
than any other university
or college in the Boston area.
And that's a big part
of what's keeping
the community safe right now.
One of the things we're
looking at as we go forward,
it's not just replacing
with telemedicine.
It's also supplementing
with telemedicine.
BETH DOWNING: Our
particular scenario
is a student that is
coming in to be seen
and then goes back home.
The provider can check in with
the students wherever they are.
TOM GOODWIN: You don't have
to get in the car anymore
to drive, to park.
You can come as you are.
There are so many
benefits to being
able to do this sort
of thing virtually.
SHERI GIANGREGORIO: I do
think, overall, people like it.
And I think that it
will continue to be
a big part of MIT Medical.
[MUSIC PLAYING]

---

### [Private video]
URL: https://www.youtube.com/watch?v=WkH2dG_OGwQ

Transcrição não disponível

---

### During Covid, live home cooking show connects restaurant with its customers
URL: https://www.youtube.com/watch?v=_ERmxo9NjZE

Idioma: en

Ayr Muir: Yes, so [cuckoo clock chirps] 
I would...[cuckoo clock chirps]
I'm just waiting for the cuckoo.
[laughs]
[music playing]
Muir: I've been working on Clover 
for a little more than 10 years.
I went from wearing safety glasses and a 
lab coat to an apron and a hairnet.
At Clover we…we're trying to get 
people that love eating meat
to really love eating vegetables.
And the goal of this is to have an impact
on climate change.
[music playing]
Muir: We had a lot of inventory and 
we didn't want it to all go to waste.
So we sent out notes to our customers and said,
"If you want to sign up for a box share, we'll break it up."
We thought maybe we could 
recover 30% of what we had
and we ended up selling out even 
more than we had available.
People took these boxes home and then they
were writing to us,
"What do I do with this?" 
"What do I do with that?"
That was one of the things that made me start
realizing people are going to be
in their kitchens and confronted with the
opportunity to cook
but don't know where to start.
[music playing]
Muir: Alright. Are we live?
OFF-CAMERA: Yes.
So hopefully everybody can hear me. Hi!
This is Ayr and welcome to my kitchen.
I've got Violet here with me and Clementine
and Blue's gonna join in a moment here.
Muir: We're doing it live because I think it's nice
at this moment to have something 
for people to tune into.
I started this out to inspire people to 
play around with food at their home
and in their kitchens and building up a nice
set of basic how to make soup, how to make
bread, how to make different 
fun breakfast items,
how to make some desserts 
that don't take much time.
My kids join me for most of the shows so that
it makes everything feel a little easier.
I think we've had some episodes where we've
introduced our dogs and our chickens.
People are sharing their results with us and
I have, like, an inbox full with, like, 40
pictures of popovers.
It's been fun to learn from people what works
and what doesn't.
[music playing]
Muir: I think of the kitchen as a 
little bit of a playground.
I think, maybe some of this is my technical
background, but this is like a little laboratory
and they're very complicated 
things we're doing.
Some things we can measure, some we can't,
but it's all a lot of fun.

---

### Just chip away
URL: https://www.youtube.com/watch?v=3BM1V3vRATM

Idioma: en

ANNE SLINN: I left campus,
actually, almost two years ago,
so I got a jump start on
this remote working stuff.
[MUSIC PLAYING]
TOM GEARTY: Can you tell us
what prompted the move out
to the west coast?
ANNE SLINN: I wanted to
join my father in a very
remote location,
as he's elderly,
and thought it would
be a good time to do it
before there was a crisis.
I didn't foresee this
kind of crisis coming
and I thank my lucky stars that
I made the move when I did.
And out here, I have a lot
of land and I have animals,
and it's just-- it's
a wonderful escape.
[MUSIC PLAYING]
TOM GEARTY: We're all getting
used to physical distancing.
You've got two years
of it under your belt.
What guidance do you have
for those of us who've just
started to physically distance?
ANNE SLINN: So a lot of my
work, as my colleagues know,
is done in the
middle of the night.
They wondered if there was
something up with the time zone
change because the
emails they got from me
are in the middle of the night.
But for me, it just
worked that way
because I wanted to be
outside during the day,
just trying to balance
the time management of it.
I would say that I was somewhat
struggling for a good year.
How do I balance work
and play and family
and responsibilities?
That's the million dollar
question, isn't it?
A favorite story
of mine is I asked
Chuck Vest, former
president of MIT,
how he managed to do all
I did because I was just
a big fan of his.
And one day I asked him.
And his answer always
rings in my ears
every time I feel overwhelmed.
And he said, "Just chip away.
Just do what you can, and try
and set your own priorities.
Just chip away."
TOM GEARTY: Ask
a question again,
and just take another crack at
it to see if we can, you know,
come at it from a
different angle.
ANNE SLINN: Or if my
daughter runs in the room?
TOM GEARTY: [INAUDIBLE] Exactly.
We don't know what's
going to happen, really.
[MUSIC PLAYING]

---

### The circle of friendship keeps expanding
URL: https://www.youtube.com/watch?v=Sne-0XTr0XU

Idioma: en

Andrew Lu: Coming from college where our sleep
schedule's a little different,
I would usually sleep at around three 
or four, get up at like 10 or 11.
Din Shih: Oh yeah, that was a little harder
to get used to at the beginning. [laughs]
[music playing]
Kevin Lu: I think it's really nice having
a parent who went to MIT.
Din: As a MIT parent, I've gone through what
they've gone through.
[music playing]
Andrew: She kind of understands how rigorous
and how much work there is to be done.
Din: When they say they're busy, they're really
busy, and they have deadlines to meet,
they have all those psets 
to do, and classes to take.
Kevin: We'll be able to just talk, like relate
to places and events
that we might've both experienced.
Andrew: Like she went to Sloan, and a lot
of my classes have been at Sloan, and so being
able to connect over some of the professors
she had, I've had.
It's kind of a nice, shared experience.
[music playing]
Kevin: When I first heard that the end of
the spring semester
was going to be remote, it felt kind of surreal.
Andrew: We weren't really clear on what was
going to happen.
Kevin: I also remember thinking all the other
experiences that I'd be missing out on, like
for lightweight rowing, we had only had one
practice on the water.
Andrew: As that week was coming to the end
where we had to move out, it kind of hit you
more and more that these were your last few
days at MIT.
Din: I first told Andrew that, the most important
is whatever friendship you made during at
school, that will continue for lifetime.
Andrew: A lot of the family friends that we
spent a lot of time with growing up with were
my mom's friends and family from her time
at Sloan.
Din: Their kids become my kids' friends that
we traveled together.
Andrew: Being kind of constantly surrounded
by this, I guess, MIT bubble of friends and
family friends, you kind of get to see that
these four years are kind of just the beginning.
It is a community that does last forever.
[music playing]

---

### Finding ways to help
URL: https://www.youtube.com/watch?v=ODAdJzbr7HI

Idioma: en

ANDREW TURCO: Right
now, it's very strange.
It's very surreal.
There's really no one here.
Kind of the energy
that you feel when
you walk around this campus
is kind of on pause right now.
You know, I've always felt
like one of the best ways
to feel normal when
things are chaotic it
is find a way to help.
MIT has flood drives, I
believe, every 56 days.
And they were all canceled
because of COVID-19.
So within the police
department, I'm
spearheading a blood drive that
is police and first responder
only.
And that's going to
take place on June 19.
There'll be no walk ins.
Everybody will have to
schedule in advance.
The Red Cross has
come up with ways
to make sure social
distancing takes
place, that people
are wearing masks.
You know, they take
people's temperature
as they're coming in.
They still do the full
questionnaire and everything
they used to do.
But there's
definitely, they made
sure there's a safe distance
in between each person that's
donating.
INTERVIEWER: That's great.
And what else are you
doing to keep yourself
feeling connected with family
and friends and the greater
community?
ANDREW TURCO: To stay
connected and find
ways to help outside
the department,
in my personal life, I came
up with this series of events
with a friend of
mine from college.
It's called Inside Voices.
And it's stories and
drinks for adults.
We have a number
of storytellers.
We have some chefs do
cooking demonstrations.
We have a bartender do
a drink demonstration.
And then there's live music.
And the other side of
it is that we raise
money for local charities.
The whole idea is that it lets
people just kind of get away.
You know, even though
people can't really go out,
they can't go to
restaurants, they can,
for two hours,
every three weeks,
they can kind of
focus on something
that is not this place
that we are right now.
INTERVIEWER: I got you just as
you took a mouthful of coffee.

---

### An Online Defense
URL: https://www.youtube.com/watch?v=WMKarBKTUMU

Idioma: en

JAQUELINE THOMAS: It felt
like an exodus going out.
And here I am thinking, how am
I going to defend my thesis?
[MUSIC PLAYING]
It felt like months of
planning to get a date where
all of my members
of the committee
could come to MIT at the
same time and same day,
and be available for that.
Suddenly it's like--
INTERVIEWER 1: Poof.
JAQUELINE THOMAS: All that
planning is just gone.
Fortunately, I was going to
be able to do it through Zoom.
INTERVIEWER 2: Virtual
PhD thesis defense
of Jackie Thomas.
JAQUELINE THOMAS: However, my
internet at home is so sketchy.
I was terrified
I would have to--
I was like, you know,
am I going to have
to use my phone if
my internet cuts out,
and I have to defend
while holding my phone up
or something.
That was the fears I was having.
Not like, is my presentation
going to be good enough?
INTERVIEWER 3: You're
coming in clear here
in California, Jackie.
JAQUELINE THOMAS: Sounds good.
Eventually though,
MIT-- they were
going to allow me to
present on the campus.
By myself, in a room, a
specific room they assigned.
And that's where I was actually
at during the presentation.
Now, historically, methods
for analyzing community
noise surrounding airports--
But the weird
thing about it was,
normally you would see a
whole audience and everything.
INTERVIEWER 1: Right.
JAQUELINE THOMAS: I
couldn't see anyone
who is on the presentation
because zoom will only
show the first five
people, so I had
no idea who I was talking to.
And then the weirdest thing
was, normally in a defense,
when you get told
to leave the room,
you go out to a room full
of people that you know,
and you talk to
people and whatnot.
But no, it was just like--
turn off the Zoom, and
now I'm just sitting here
in a room by myself.
And there was no
one else at MIT.
And it was just really
a bizarre thing.
INTERVIEWER 2: I'm
pretty sure won't happen.
And then Jackie, I will text you
when you can come back and join
the meeting, OK?
And congratulations.
JAQUELINE THOMAS: Thank you.
INTERVIEWER 2: OK.
JAQUELINE THOMAS: Bye.
And then, when when they called
me back and they said congrats,
you passed.
I'm just like, cool.
INTERVIEWER 1: OK.
JAQUELINE THOMAS: I
was like, that's good.
OK.
Normally people would
clap or whatnot,
but it's just like,
all right, cool.
And then it was like a
five minute conversation.
Here's what you have
to do to finish.
And I was like, OK, I
guess I'll pack up my bags
and go home now.
Was a doctor, by myself.
But it still happened, I guess.
INTERVIEWER 1: Five minutes
later, a doctor appeared.
[MUSIC PLAYING]

---

### Boy With Luv — MIT Syncopasian (BTS feat. Halsey) [Zoom Edition]
URL: https://www.youtube.com/watch?v=mua4z4E9Er4

Idioma: en

[♫ music ♫]
Boy with luv
I'm curious about everything, how's your day?
Oh tell me (oh yeah oh yeah, ah yeah ah yeah)
What makes you happy?
Oh text me (oh yeah oh yeah, ah yeah ah yeah)
Your every picture, I want to have it by my pillow
Oh oh, bae
Come be my teacher and teach me everything about you
Your one, your two
Listen my my baby, I'm flying high in the sky
With the two wings that you gave me
But now it's too high up here
I want my eyes to be focused on you
Yeah you're makin' me a boy with luv
Oh my my my, oh my my my
I've waited all my life
I want to be with you for everything
Oh my my my, oh my my my
Looking for something right
Now I kinda get it
I want something stronger
Than a moment, than a moment love
I have waited longer
For a boy with, for a boy with luv
Ever since I met you, my life has been all you
You're the star that turns ordinaries into extraordinaries
Every single thing about you is special: your interests,
The way you walk, the way you talk, and every little habit
Everyone says that I used to be so little but now I'm a hero (oh nah)
I say that something like destiny was never my thing (oh nah)
World peace (no way)
A great order (no way)
I'm just here to keep you safe (boy with luv)
Listen my my baby, I'm flying high in the sky
With the two wings that you gave me
But now it's too high up here
I want my eyes to be focused on you
Yeah you're makin me a boy with luv
Oh my my my, oh my my my
You got me high so fast
I want to be with you for everything
Oh my my my, oh my my my
You got me fly so fast
Now I kinda get it
Love is nothing stronger
Than a boy with, than a boy with luv
Love is nothing stronger
Than a boy with, than a boy with luv
To be frank, I was a little stuck up sometimes
Elevated sky, expanded hall that made me wish I could run away
But your pain is my pain
And when I realized that, I vowed to myself
With the wings of Icarus you gave me
Let me fly, not toward the sun but to you
Oh my my my, oh my my my
I've waited all my life
I want to be with you for everything
Oh my my my, oh my my my
Looking for something right
Now I kinda get it
I want something stronger (I want it)
Than a moment, than a moment love
Love is nothing stronger
Than a boy with, than a boy with luv

---

### Beethoven, Quarantined
URL: https://www.youtube.com/watch?v=GsqqNKRH-G8

Idioma: en

(Music)
MIT has this insane abundance of
talented musicians.
about half the MIT undergraduate population is taking music courses every year.
And they're these crazily impressive people.
(music)
When the shutdown started looming in that kind of that final week in March
we really started to realize just how important the immediacy of being together was
and what it meant to us to be making music in the same place at the same time.
(music)
So we got them all microphones and we shipped them off all over to everybody in the orchestra.
And we had actually performed a piece of Brian Eno's music called, "Discreet Music" in the fall
which basically is an improvisation where
everybody chooses their own tempo
and their own patterns. And supposedly it was
just to teach them how to get the right
levels and how to like learn how to
position the mic and stuff like that
but really it was to kind of make a
piece out of this like a collage.
So I got these 45 tracks and I put them all
together and suddenly we had made
an orchestra piece together
(student's recording of Eno's music)
And I let them know that we're gonna
have the first zoom meeting exactly when
the first rehearsal would have been and
like I just opened up to the program and
all these faces started popping up, you
know, all these kids that I've been
working with all year and I just got so
happy in a way that I hadn't been really
since the whole thing began you know.
And they seemed really happy to see each other
they seemed really happy to just
to connect, and I just realized this is
kind of about education and it's kind of about music
but it's also just about connecting.
(students' recording of Eno's music continues)
Then it was just like well what should
we do next? And so we decided that we
would take on Beethoven now! (students' recording of Beethoven's Symphony No. 7 playing in background)
So, we all find it hilarious that I walked into
this like trying to do everything but
play Beethoven with this Orchestra
(Beethoven music) "Can you all hear that?"
But then it turned out that the 2nd Movement of the 7th Symphony
was the perfect project in this
situation.
It had just the right sort of feeling for the moment
because it's sort
of funereal in a weird way but it has
but it has these kind of moments of hope in it.
"It goes up a couple steps and then it stays there."
So we'll finish it on the last day
of term but there ain't nothing like the real thing, right?
So it's not gonna sound
like the Vienna Philharmonic you know
but the other ensembles are doing
similar things
the jazz band is working that way
the wind ensemble is working
that way. It's been great.
And exciting to me about coming back
together is that we'll have what we've
learned from this experience which, is
actually quite a lot of information
about who we all are as musicians what
our skills are and I mean
I talk to my colleagues about how we kind of know more about our students individual
abilities then we did going in because
I'm getting 40 recordings from them a week.
I felt a little bit guilty about the
fact that it had to by necessity
turn into a recording techniques class
'cause that's not what they signed on for.
They just wanted to come do orchestra and play in the orchestra a couple of times a week.
But these are empowering things for them to know and I realized it helps them in
exactly the ways that they're supposed
to be helped as musicians.
If you use this in the right way then you can play more in tune and  you can play more in time
and you can actually hear why it sounds
different.
So what we've gained from that technology
we can use it and put it back
where it belongs, which is
as this tool for togetherness and connection and empathy.
And to be able to do that in a space that's actually designed to make music
is kind of like and biologists are doing the best they can to do their work at home
but ultimately when they get back in the lab, they have other equipment and they have everything
designed in the right way, they have the
right temperature control, the right clean rooms
then they can really do their work
And so for us
we're in this holding pattern
and we're making the best of it
and we're learning things, but
what we're really gonna do with that is what happens when we actually
get back together in a real music space
(students' recording of Beethoven's Symphony No. 7 continues)

---

### Becoming a Doctor on Zoom
URL: https://www.youtube.com/watch?v=nigfPEW8o2A

Idioma: en

ERIN LOONEY: When
I first realized
I had to defend virtually,
I was pretty disappointed
that I wasn't going to get
the in-person experience.
After it happened, I
realized that there
are a lot of good
things that happened.
More people got to be
there-- grandmother, aunts
and uncles, siblings.
So it was a huge group.
SUBJECT 2: We had 62 people.
SUBJECT 3: We
might not have been
able to fit all of these people
in the room I had reserved.
ERIN LOONEY: I think we had
seven different time zones.
SUBJECT 4: Yeah, what time
is it, Tonio, in Singapore?
SUBJECT 5: It's precisely--
ERIN LOONEY: I definitely count
a defense as a pivotal moment.
The world just can't
afford to not invest
in these new technologies.
It's unlike anything,
because it's novel.
You are giving new knowledge.
And that makes it special.
Everyone is so supportive
in the MechE department.
They were really excited for me.
SUBJECT 6: Congratulations.
That's amazing.
ERIN LOONEY: Thank you.
SUBJECT 7: I remember
meeting you, like, on our--
your first few days, and you
were such an amazing and lovely
human being.
You were really excited and
passionate about science.
And I love that that
is carried throughout.
SUBJECT 8: Erin, you
did a wonderful job.
SUBJECT 7: So congratulations.
SUBJECT 8: Cheers.
[INTERPOSING VOICES]
SUBJECT 6: Well done.
ERIN LOONEY: Thanks
for the cheers.
That was super sweet.
The nice thing about a
PhD is that it really
makes you good at handling
anything that's thrown at you.
And so if someone's like,
you need to defend at home,
then you're like, OK.
I'm just going to
make that work now.
And I do feel fulfilled.
I mean, I worked
five years for this.
I got my defense, and I
was presented as a doctor.
SUBJECT 9: You're now
officially part of the academy.
ERIN LOONEY: It was
an amazing experience.
SUBJECT 6: Congrats.
ERIN LOONEY: Thanks.
Bye.
[MUSIC PLAYING]

---

### Special Episode: Teaching Remotely During Covid-19 with Prof. Justin Reich
URL: https://www.youtube.com/watch?v=7EnnSachgeQ

Idioma: en

[MUSIC PLAYING]
SARAH HANSEN: Welcome to a
special episode of Chalk Radio,
a podcast about
inspired teaching at MIT
from MIT OpenCourseWare.
I'm your host Sarah Hansen.
In this episode, we want
to share some insights
into the many ways
we can transition
our traditional learning
environments into remote ones.
We connected with
someone whose work even
before the pandemic hit
has been deeply focused on
how learning is changing.
Our conversation
started off with what's
become a familiar sound for
listeners with young ones
at home.
SPEAKER 2: [children
playing, family talking].
SPEAKER 3: Well,
it looks like, ...
SARAH HANSEN: Just
so you know, you
might hear some more of
this in the background
throughout the episode.
We're all doing the best we
can working from home, right?
JUSTIN REICH: Hey, girls--
SPEAKER 2: Dance party.
SARAH HANSEN: Anyhow,
let's jump right in.
JUSTIN REICH: I'm Justin Reich.
So I'm an assistant professor
in Comparative Media Studies.
And I run a lab called
the Teaching Systems Lab.
And the mission of the
Teaching Systems Lab
is to design,
implement, and research
the future of teacher learning.
And we try to figure out
new ways for teachers
to learn in online
and blended ways.
SARAH HANSEN: In his
work, Justin partners
with teachers and instructors,
curriculum designers, software
developers, researchers, and
experts from across disciplines
to help teachers adapt to the
changing world of learning.
Since the pandemic has
shifted almost all teaching
to remote instruction,
Justin's work
has adapted to the new
needs of instructors.
JUSTIN REICH: I would say the
bulk of my teaching energy
has gone into helping K-12
educators and education
policymakers across the country.
But most of my work
has been trying
to provide some guidance for
schools and school leaders
figuring out what distance
learning can look like.
SARAH HANSEN: So for schools
and teachers with little
or even no experience
with online instruction,
where do they even begin to
approach remote learning?
With so much changing
each day, what
are the most important
things educators
should be thinking about?
JUSTIN REICH: These are
enormously complicated issues
to deal with while you're
trying to feed millions more
meals to kids than
you ever had before
in large districts or
big urban school systems
while you're trying to
help your entire faculty
transition almost
instantaneously
into a new model of learning.
I mean, doing all of these
things at the same time
is just immensely complicated.
So I would encourage
people to keep it simple.
That's one principle.
A second principle
is to really think
about how you can partner
with students and in K12
with their families.
So the coronavirus
feels like it's
something being done to us.
It feels like something that we
have very little control over.
But our response
to the coronavirus
can be something that
we build together.
So I would encourage education
leaders at every level from
college provosts to elementary
school teachers to school
principals, superintendents
-- whatever it is--
asking and partnering with
everybody in the system
is a really important part of
responding to remote learning.
What most emergency remote
learning should look like
is kind of a package of
asynchronous materials
that's coupled with lots
of frequent check-ins.
SARAH HANSEN: Synchronous
versus asynchronous teaching
or offering learning
experiences at a specific time
versus providing students
with the material
to engage with on
their own time is
at the core of Justin's
message for teachers.
JUSTIN REICH: So in
lots of circumstances,
synchronous learning is not
going to work for people.
It's hard for all of us
to line up our schedules.
In K12 circumstances, you've
got a teacher who's got a first
grader, a fourth grader, and
a seventh grader who's trying
to teach her kids who
are ninth graders,
but they have siblings or third
graders and fourth graders
and 12th graders...
and trying to line up all
those schedules so that people
can be synchronously in
front of the one computer
that exists in a household or
to use the amount of bandwidth
because your home only allows
one synchronous video call
to happen at a time, it's
just too complicated.
So for the most
part, what educators
should be thinking of setting
up is some kind of package
of curriculum that lasts
about a week or two
maybe with some sort of daily
guides of what people might
be doing each day recognizing
that people might have
to do two days of
work in one day
because they get busy with
other stuff for another day,
or things like that
and then providing
frequent points of check-in.
So a huge part of what
motivates us as learners
is when we're getting
feedback on what we're doing.
And this doesn't have to be
based around grades or numbers
or other things like that.
Just "that was a great idea.
Keep that up.
Tell me more about that."
"Wow, it looks like you
did more on this assignment
than anyone you've done before.
What else could
you do with this?
How could you take this further?
It seems like you're
interested in this."
SARAH HANSEN:
Shifting so heavily
toward asynchronous teaching
might feel strange at first.
But this one change may
address in a small way
some of the equity issues school
systems and individuals are
facing right now such
as differing access
to dependable Wi-Fi.
JUSTIN REICH: There's
no survey that
was done in advance of the
pandemic that asked questions,
like, "do you have one device
for each school-aged child
or learner in your home
and a broadband connection
and a printer to be able
to print things out?"
Like, we actually don't
know how well families
are equipped for this pandemic.
But it's pretty clear that a
lot of our low-income housing
is in broadband deserts
or isn't networked in.
I mean, there's lots of
people in urban environments
who in their typical
daily lives can
get by with having one
mobile broadband device
in their house,
and that's plenty.
But now if you've got three
school-aged kids at home,
your demands have just
increased substantially.
But I think partnering
with students,
I think, really
thinking about, who
are the most vulnerable
learners in our community?
There are some people who come
from affluent well-equipped
homes.
And they're able to weather this
crisis in a very different way
than if you're going back into
a poverty-impacted place that
is really feeling the
effects of the recession
and the coronavirus.
I think the students that
aren't reaching out--
I think the ones that
are not doing well,
I think we always had
this responsibility.
But I think during
a pandemic, we
have a special responsibility
to reach out to those students
and say, "how can I
help you with this?
How can I keep you on track?"
SARAH HANSEN: And
helping students
stay on track is another
big part of the puzzle
for a lot of educators
out there, especially
for classes that form the
foundations for later learning.
JUSTIN REICH: I mean,
I think the other thing
that universities and
other places need to do
is be strategic about
what it is that we want
students to be able to learn.
So if you were to go
across the OCW catalog,
I think you would find at
least two types of courses.
One type of course is where
to study a discipline you
sample from a canon.
So literature is the most
obvious example of this.
But I think it appears in
STEM classes and other places
as well.
If you were to take a
Shakespeare class at MIT,
you wouldn't read all
of Shakespeare's work.
You would read some selected
sample of that work.
And we would probably
be willing to say
we read Romeo and
Juliet and Twelfth Night
and a couple of
sonnets before we left.
And we were going to
do that much work again
in the fourth quarter.
But actually, this time, we're
just going to read Henry the V.
And we'll do it a
little bit more slowly.
And that'll be fine.
That is a less of a
sampling of the canon
that we would have
done previously.
But it's a perfectly reasonable
sampling of the canon.
We'll give you your
emergency pass grade.
Everything is fine.
There are other courses
in which there's
a sequential building of
material of understanding
in which subsequent courses
depend upon that sampling
understanding.
So our Introduction
to Statistics Class,
it's not suitable to
say to a student, ah,
we're just going to do half
of multiple regression.
And we're just not going
to teach you the other half
or figure it out on their own.
I mean, one of the things
that I think at the department
level or other levels
people need to do
is to say there's some courses
that we strategically reduced.
And those young people
will be fine for the rest
of their lives.
We don't have to worry about it.
There are other courses that
we had to strategically reduce
in a pandemic.
But we've got to figure
out how we support students
in learning that material
so they don't show up
at Intermediate
Statistics in the fall
without the preparation
that they need
to be successful and still,
the sort of lingering
effects of the pandemic.
So that's a kind of
strategic question.
It's probably best resolved
at the department level--
something along the lines
of, who are the students
in our core classes that we
think missed learning materials
that they really
are going to need?
And how are we going to
supplement over the summer
or right when people come
back in August or in the fall
or whatever the new model
looks like to identify
the areas in which it's not OK
to just strategically reduce.
But instead, we
got to figure out
how we help people get
the learning that they
need to be successful
in subsequent courses.
SARAH HANSEN: When
I asked Justin
about putting new teaching
approaches into practice
and developing materials
to support educators
during COVID-19, we got
to talking about education
at scale.
From the system as a whole to
each individual participant,
there's such a wide range of
needs and no one prescription
for addressing them all.
And in a time when
teachers should
be focusing on partnering
with students and families
and identifying how
to strategically
reduce and recover
content area material,
open educational resources may
have an important role to play.
JUSTIN REICH: Students differ
so much from place to place.
One of the things
that I'm seeing
is that a lot of
big districts are
creating sample lessons,
sample schedules--
those kinds of things.
But my initial evidence
is that a lot of teachers
aren't using them, not
necessarily because they're
bad or wrong, but
just because they,
like, aren't right for where
their kids are right now.
And so a lot of
teachers feel the need
to be basically inventing
their own new distance learning
curriculum as they're learning
a whole series of new practices
and co-inventing them
with their students
and finding the forty
percent of their kids
who aren't answering emails
or responding to phone calls
and facilitating their own
kids' instruction at home.
I mean, I think that's
something that people really
need to keep in mind.
But I would say that if
schools are facing waves
of closure in the fall or other
kinds of challenges like this,
I would really
encourage people to say,
even though it's not exactly the
way I would want to teach it,
there may be a better
comparative advantage
for faculty members to
focus on that check-in,
that facilitation role
rather than trying
to generate original content
by video without a studio
and without all the other
resources that we need,
or consider doing less of
that, consider saying, "oh,
in my solid state
chemistry course,
I can find these MIT
OpenCourseWare videos.
And six of the 10
lectures are great.
And I'm going to only
record four for the period
that we have to miss in the
fall" or other kinds of things
like that.
I mean, I think one of the
things that we've discovered
is that faculty find it
very difficult to identify
whole online courses that they
like to just take and sort
of use as textbooks.
But it strikes me that
a pandemic is exactly
the sort of time in which
people might want to employ
that kind of thinking.
SARAH HANSEN: One of the
most important factors
in determining our
best way forward
is looking at how
we actually measure
the success of remote learning.
Who do we look to for
guidance and models
of what is best right now?
It's not as simple
as it might seem.
JUSTIN REICH: So we
just did this report
about the remote
learning guidance offered
by all 50 states.
And one of the cautions
that we have in the report
is there are good reasons to
believe that lots of teachers
are not doing what this says,
that educational systems are
what we call loosely coupled.
So there are
tightly-coupled systems
in our society
like the military.
If a general in the military
says everyone's hair should
be shorter than x inches,
then within weeks,
there would be
hundreds of thousands
of soldiers around the
world whose hair is shorter
than those number of inches.
Teaching is not like that.
Education policymakers, leaders
all the time make edicts.
And teachers sift through them.
And they apply them as they
see fit in their own context
for a variety of reasons.
And because of the incredible
granularity of teaching,
in a lot of cases,
we just don't know
what's happening at
the classroom level.
I think most of
the places that we
say are doing a good
job of remote learning,
their primary characteristic
is that they are affluent.
One way you can do a good
job of remote learning
is have a bunch of
kids in stable homes
with broadband
internet connections
who each have their own device.
And if those conditions
exist, then you
will have a thing that looks
a lot like good learning.
If those conditions don't exist,
regardless of the heroic effort
of teachers, you'll
have things that look
like less effective learning.
The way that my colleague
Tressie McMillan Cottom
said this is like
the number one thing
that education has to reduce
inequality is the school.
The school is the
thing that we've lost.
And there's not a
mechanism to like, rapidly
make up those sort
of equalizing forces.
So that's a long way of
saying that I don't think
I know of places that
I would say, wow,
these folks are doing a really
great job addressing this.
I think one measure that people
are using to define a good job
is who can do
things most quickly?
Who can get the thing
that looks closest
to what school looked
like before up and running
the fastest?
I'm not convinced
at the end of this
that that will end up being
a good proxy for better.
SARAH HANSEN: And
in the end, it seems
like better learning while
we are at home simply
looks different than
what we're used to.
And the more we
can embrace that,
the better off we as parents,
students, and educators may be.
JUSTIN REICH: I've encouraged
both families and educators
to, if possible, not put
too much stock in trying
to recreate school at home.
There are lots of
things that schools
can do in their local
environments that
can be really hard to replicate
in a home environment.
But there's lots of learning
that can happen at home.
And what we need to
do as best we can,
cultivate and celebrate
that learning.
I was interviewed
recently by a reporter
from The Arctic Sounder, which
is the newspaper of the north
slope of Alaska--
very bad connectivity up there.
And so remote
learning is not going
to look like what it looks like
in an affluent Boston suburb.
And what a lot of teachers there
were saying is, like, look,
this is a great
time for families
to strengthen their connection
to traditional Inupiaq values.
This is a great time for kids
to learn how to cook and bake
and sew and bead and
repair snow machines
and do all the kinds of
learning that can happen really
well at home.
So I think to families
out there that
are sort of struggling
during this period,
it is totally normal to
struggle during a pandemic.
If you feel like this is hard
and is anxiety-provoking,
that is normal and lots
of people feel that way.
And I think our goals--
we can't put too much
pressure on ourselves
about keeping up and
staying up and things
like that-- think
about what can you
do to maximize the learning
and the resilience that
happens right now?
And if part of what
we do to do that is
like teach our kids
new chores, if it's
time for those nine
and 10-year-olds
to start doing their
first load of laundry,
or their six or
seven-year-olds to do
their first sink
of dishes, like,
that's great
learning too that we
can do really well at the home.
And we can probably do
some reading and some math
and some social studies and
science along the way too.
And some of that relates to
the first piece of advice
that I offered before,
which is let's partner
with our learners.
And if those learners happen
to be our own kids, so much
the better to be
partnering with them.
SARAH HANSEN: If you're
interested in learning more
about teaching remotely
during the COVID-19 pandemic,
check out Justin's
WBUR On Point interview
where he talks about how
colleges and universities are
teaching students virtually.
We've provided a link to
that in our show notes.
Justin also hosts Teach Lab,
a new podcast that explores
the art and craft of teaching.
Several of the show's
recent episodes
focus on teaching
during COVID-19.
That link can be found in
the show notes as well.
If open educational
resources are
important in your practice
of teaching or learning,
particularly now
during COVID-19, please
consider supporting the
work of MIT OpenCourseWare.
There are lots of
ways to do this.
One is simply by
listening to this podcast
and sharing it with a friend.
You can also share the OCW
website with your colleagues.
And we really love hearing
about how you use OCW materials,
because we use your
stories to inspire
others to make use of OER.
Or if you'd like to
help fund our work,
please visit our
website to make a gift.
However you can support
us, we thank you.
Until next time,
please stay safe.
I'm Sarah Hansen from
MIT OpenCourseWare.

---

### Musical conversation with Samantha Farrell (Podcast)
URL: https://www.youtube.com/watch?v=Up-oC3CzexU

Idioma: en

SAMANTHA FARRELL: I've
had a couple of people
say it gave me a
vacation from my anxiety
or it gave me a break.
Just for a little
moment in the day,
I just kind of forgot about it.
And to me, that's mission
accomplished, you know?
I couldn't hear a better
thing that someone
could say about this.
[MUSIC - SAMANTHA FARRELL,
 "CIRCLES"]
(SINGING) The currents run.
Electric hum.
The galaxy's own melody.
A long look back
over your shoulder.
Space is a curve.
The stars have learned, but
yet we resist every turn.
You know you only
want to hold her.
And we go round in
circles goes again.
And we go round
in circles again.
Hey, hey, hey, hey, hey.
My name is Samantha Farrell.
I'm a musician, and I also
happen to work at MIT.
I'm the assistant to
the founding director
of MIT Nano, Vladimir
Bulovic, and I also
helped manage his research
group, the ONE Lab
[MUSIC - SAMANTHA FARRELL,
 "NOCTURNE"]
(SINGING) There's some kind of
sweetness in their solitude.
I'm white as the sky
and still as the moon.
INTERVIEWER: Samantha started
performing professionally
in the early 2000s
while still in college.
Most nights, you can find
her out listening to music,
at band rehearsal,
or performing live.
Her and her band are regulars
in the Boston music scene.
However, like most of
us currently, they now
find themselves stuck
at home, struggling
to adjust to the new normal.
As Samantha began to settle in
and navigate through canceled
gigs and working remotely,
she found herself
in need of something
more, something creative
and collaborative and fun.
SAMANTHA FARRELL: That Monday
after they sort of asked
us to not come back to work,
I was just feeling really sad.
I was just feeling really sad
and lethargic and just sort of
uncertain about everything.
And over the course of the
week, I was thinking of ways.
OK, how am I going to stay sane?
And I knew that just
continuing to make music
would help keep me nice and even
and feeling good about things.
So my boyfriend and I--
he is a videographer.
We were kind of thinking like,
what can we do collaboratively?
What can we do with our friend?
If we're going to be
isolated, let's still
try to make something
together, and that's
how we sort of came up with
the idea of split/screen
quarantine.
[MUSIC - SAMANTHA FARRELL]
(SINGING) Got me crazy
when I see you, baby.
INTERVIEWER:
Split/screen quarantine
is a weekly video series
Samantha publishes
on her YouTube channel.
Each video, which she
calls a transmission,
feature a collaboration
between herself
and a different
musician performing
a song of their choice.
Going into this
idea, Samantha says
she wasn't quite
sure what the end
result of each
collaboration would be,
but what she did
know was she wanted
to maintain a specific
aesthetic throughout each.
SAMANTHA FARRELL: We
wanted to kind of keep
that homegrown, shot-at-home,
found-footage-y kind of look.
So we decided to shoot these
on an iPhone or whatever cell
phone that you have.
And we spent a long time getting
the keyboard sound to the font
so it would look and
sound like coming
from a bunker in the '80s like
in a postapocalyptic movie
or something like that.
We were just trying to lean into
the weirdness of all of this.
[MUSIC - SAMANTHA FARRELL]
(SINGING) I did not
expect this desire.
I did not ask for this fire.
I don't know it's coming.
I don't know it coming.
(SPEAKING) So what
everyone does is
that they record their
footage, and then everyone
sends the files.
And then Christopher,
who's the videographer
and the editor of these,
stitches it all together.
(SINGING) --see standing there.
(SPEAKING) Each video takes
hours to create and put
together, and the audio, we
spend a lot of time mixing it.
So big round of applause to
the behind-the-scenes editing
and production help
from DeSant Productions.
(SINGING) --my type to
give away your whole life.
INTERVIEWER: Her
collaborators consist mostly
of musician friends
and band members,
some of whom she has
worked with often
and some she's never
worked with at all.
Her only requirement--
a collaborator
who is equally excited
and is enthusiastic
about participating as she is.
One of her most
recent collaborations
was with an MIT alum
who played not just one
but four separate instruments
to round it all out.
SAMANTHA FARRELL: We just
recorded a Melody Gardot
song, which I love.
I play with my band a
lot, and it's a big hit
with the blues dance community.
So I'm used to seeing a lot of
people swaying in the aisles
when we're playing this one.
And I recorded it with Michael
Valdez, who is an MIT alum.
He was class of '90
Course 16 for undergrad,
and then he got his
master's in AeroAstro,
same department in '93.
I met him maybe like
eight years ago.
He just came up to
me at a gig and he's
like, I should be
your piano player.
And I said OK,
and that was that.
He's a multi-instrumentalist
he's a brilliant person.
Of course, went to MIT, so--
he is playing upright
bass, piano, drums,
and Wurlitzer on this.
So I hope you enjoy.
[MUSIC - SAMANTHA FARRELL, "YOUR
 HEART IS AS BLACK AS NIGHT"]
(SINGING) Your eyes may be
whole, but the story I'm told
is your heart is
as black as night.
Your lips may be sweet
such that I can't compete,
but your heart is
as black as night.
I don't know why you came along.
It's such a perfect time.
But if I let you
hang around, I'm
bound to lose my mind because
your hand may be strong,
but the feelings all along your
heart is as black as night.
[VOCALIZING]
Your heart is black.
I don't know why you came
along at such a perfect time.
But if I let you
hang around, I'm
bound to lose my mind because
your hand may be strong,
but the feelings all around
your heart is as black--
your heart is as
black-- oh, your heart
is as black as night.
[VOCALIZING]
(SPEAKING) I'm having so
much fun just collaborating
with people.
Like one of the next
people that I'm doing
this with is Van
Morrison's ex-piano-player.
He's coming up.
He's coming up next
on one of these.
I have a friend in Amsterdam
who's about to do one with me.
I have a friend in Los Angeles
who's going to do one with me.
It's just like a really fun
way to reach out and just
talk to people and have musical
conversations with people.
And what I'm finding is that I'm
not receiving resistance to it.
It's not like, oh,
let me think about it.
Everyone wants to do it.
I think having a creative
focus and a mission
to record and record audio
and then record yourself,
it gives you something
positive to do.
And then every Monday
having a finished product,
it was making everyone
feel kind of productive.
[MUSIC - SAMANTHA FARRELL, "I'D
 DIE WITHOUT YOU"]
(SINGING) It's my turn to
wish you were lying here.
I tend to dream you
when I'm not sleeping.
It's my turn to
fictionalize my world
or even imagine your
emotions, tell myself anything
(SPEAKING) I feel like
in times like these,
this is when the
arts really shine
and when people's
humanity can really shine.
That's when musicians and
filmmakers and artists I think
are needed more than ever.
(SPEAKING) It's my turn
to totally understand.
(SPEAKING) Again, my
name is Samantha Farrell,
and thank you so
much for listening.
And if you want to continue to
hear split/screen quarantine
transmissions, they'll be
coming out every single Monday
until MIT lets us back
in, which may be a while.
But you can find them by
subscribing to me on YouTube.
It's just Samantha
Farrell Music.
Or I'll be releasing them on
Facebook, Samantha Farrell
Music on.
Facebook.
(SINGING) I'd die without
you because inside
I'd die with you.
INTERVIEWER: Thanks
for listening.
You can find more audio content
from MIT on Apple Podcasts,
Google Play, Spotify, or
wherever you get your podcasts.
SAMANTHA FARRELL: (SINGING)
--for all the things I've done.

---

### Design problem: How to teach a hands-on course online
URL: https://www.youtube.com/watch?v=EEuJBmf8VVY

Idioma: en

AMOS WINTER: I've been doing Zoom calls from--
I did some in the car, because it's actually
a pretty nice sound-isolated space and a good comfortable
seat.
[QUIRKY MUSIC PLAYING]
Right before Spring Break, we were
faced with this crazy situation that none of us
had really ever seriously thought about.
With the advent of online education,
it's always batted about.
Like, what could you do with a class like 007?
And, you know, our brief answer is typically,
teach a very different class.
The main learning experience is built
around creating a robot from scratch
to compete in a final competition
at the end of the semester.
Where we usually are this time of year
is the students are frantically finishing their robot designs
and building them to get them ready for the competition.
Obviously, that's not happening right now.
What we're going to do is actually
run that competition next year.
So we will recycle it.
MARY BETH GALLAGHER: When you're taking such a hands-on class,
what have the challenges been in making
that a virtual experience for students?
AMOS WINTER: The hands-on component of it
is so important and so unique.
It's really where the students blossom as engineers.
So we cannot replicate that in an exact way,
but what we've done is try to build up other elements
of their evolution as a design engineer,
really focused on designing in detail and analysis.
AMOS WINTER: [INAUDIBLE] in this direction.
What I'm concerned about is you're putting a torque in.
AMOS WINTER: And in this new format this semester,
we've really kind of tailored our teaching
to each individual student to help them go into a deeper
design exploration.
And also, we're getting that focused one-on-one time
in our meetings where the blinders are on.
We're talking about one thing.
We're both looking at this iPad screen.
And we can dive a little deeper in one area,
whereas, in the lab, there's a million things going on
around them, and they're concerned
about making their robot and doing all these fabrication
tasks.
They're just bombarded with a lot of stimuli.
So it's not all bad, but it's not the experience
we want the students to have.
MARY BETH GALLAGHER: Sure, it's really understandable,
but I think it's wonderful to see
how you and the teaching staff have been able to pivot
with, what?
Only two weeks advance notice to restructure the course
and maybe prioritize other lessons that you normally
wouldn't.
AMOS WINTER: One thing I think we did well
in doing the course pivot, was approaching it
as a design problem and in bringing the students
in with us in figuring out what is
the best solution for the remainder of the semester.
And so as the school was looking like it was going to lock down
and that the semester was going to go online,
we reached out to the students and said, look.
We're all in this together, and we're all designers,
and we're going to approach this as designers.
And what that entails is looking at a variety of options of how
we could conduct this class.
And also getting feedback from all the relevant stakeholders,
including you.
We want to hear from you in what you want out of this class.
STUDENT: Thank you so much for your help.
I really appreciate it.
AMOS WINTER: Well, thanks Lauren.
STUDENT: Bye.
AMOS WINTER: So do you want me to give you a rundown of that?
MARY BETH GALLAGHER: Yes, I do, but I'm so sorry.
The justice you gave that wonderful answer.
Like 15 different cop cars just went by.
[QUIRKY MUSIC PLAYING]

---

### Borderline Tunnels with a Virtual Twist
URL: https://www.youtube.com/watch?v=TdTBWN-yaMo

Idioma: en

♪ [ music ] ♪
Tunnel66 is like a way for the MIT community to come together.
We came up with this idea
that would be a really good representation
of the MIT community and be able to connect
us all in isolation.
It's just like a really long vertical tunnel,
online virtual tunnel where MIT students and
MIT affiliates can just draw their own space
and add it to a growing collection of everyone's
spaces, so that it's like we're all quarantining together in the same tunnel.
The hope is that you can like draw either
like a place on campus that you miss, or
a place like your room on campus, or your
current quarantine room
as a way of like bringing all of that together,
like remember and connect with the community.
In general, Borderline tries to give students
at MIT a space and place to create art.
A lot of the murals that we have are AR enabled.
So if you put up your phone to the mural,
you could see an animation playing over it.
And currently, the animations have a little
welcoming message to the 2024s as a way to
kind of bring them into the project.
Tunnel66 let us like the students like the student body
see, oh, wait, there's like this artistic
aspect of MIT, that sometimes people don't
think about as much.
Like the general, public's perception of MIT
is usually like, super technical,
everyone's a hardcore math and science nerd,
but I am really glad that there's an art
community that I hope to join.
All of our rooms are connected by the ladder,
and it just feels like wow, like, although
we're all like a part in all around the world.
Our hearts are a little bit of our heart is
connected by sharing this, whatever we're
thinking or doing with everybody else.
And I like to think that the MIT community
has like one single beating heart.
I would love to have people be able to go
on the site, and feel like they're a part
of something and feel that one beating heart.
And I think that that's the beautiful part
about it is that we're all so different, yet
we all can come together.

---

### Professor Mom
URL: https://www.youtube.com/watch?v=739jdJIBQ00

Idioma: en

[Desiree] OK, this is the egg-drop challenge on Earth Day using all recycled materials!
[girl] Mine's a spaceship!
[Desiree] Yeah, and a parachute, and how did you protect the eggs?
[boy] styrofoam.
[Desiree] I'm home with a 6-year old, a 4-year old and a three-month old.
And my husband is an emergency room physician.
And so we are living a chaotic life
but really feel very fortunate.
[husband] Wow!
[Desiree] It's intact! Wohoo!!
When I first met with my group after we had
had shuttered our lab very frantically
we gathered together on Zoom
as a lab family and said,
We have to remember that even though it seems like we are working on things
that might be unrelated to this pandemic
we at least have the skills to be able to think about how we can contribute in this space
so don't feel helpless in this situation.
[music]
We're experimentalists, so we spend our time in the lab.
We generate big data sets
and then go and analyze those.
And so for various people in my team at different career stages
they have different concerns.
They might have a big data set and it's perfect timing for them to be forced in a corner to write that up.
But some of them are just brand new and don't have that.
And so being thrust into this position where you don't have access to a lab anymore
makes you realize the importance of the longevity of data that's already been collected.
And I think this is a pretty interesting exercise for me right now because
all of us are thinking about big data and how to systematize the collection of data
so that a science project doesn't just end with the product that might be a patent or a manuscript,
but thinking about how that can go on to inform other projects.
[music and background discussion]
And the other cool thing that we've done is something that I'm calling, "T-cubed"
It's Tuesday/Thursday Tea.
I sent everyone donuts and bagels and fruit and coffee and tea.
And so they're supposed to look up who they're meeting with
and bust out their coffee and tea and
they have kind of two goals;
to check in with each other socially
and then to think about their work and ways that they can have synergy from their two projects
that would lead potentially lead to something new and exciting.
This is, I think, a great example of the MIT spirit;
Nobody is gonna knock us down and keep us down in no event
so we all kind of hunker down and say,
"Ok, what does this mean? Now with my new design constraints,
what can I do that's new and different?"
And at some point we're gonna rush back into the lab and be very excited about that
but in the meantime, we're going to try and  make the best of what we have available.
And that'll lead to new and different ideas.
[laughter, background chatter and music]
There we go!
Yes, that's a good baby!

---

### Dissertation (Un)interrupted
URL: https://www.youtube.com/watch?v=B6QoEMncOxA

Idioma: en

AIDAN MILLIFF: You can't see
it in the frame right now,
but I'm literally within
reaching distance of my bed.
So my commute has
gotten very short.
[MUSIC PLAYING]
SARA CODY: When this whole
event started unfolding,
you were doing
research in India.
So can you sort of take me
through your journey back here.
AIDAN MILLIFF: Yeah.
So I was in India working on
a chapter of my dissertation,
which was interviewing survivors
of a particular episode
of violence that happened
in India in the 1980s.
I was supposed to be
there through the better
part of this semester and I
ended up coming back to the US
quite soon after arriving.
I've been back in the US
for about three weeks now.
I'm actually in Colorado
staying with my parents.
So it's been an
interesting transition
to be back in the
house I grew up in,
and trying to do my normal work.
But it's also very nice to have
a comfortable place to land.
I have no clue whether I'm
working more or working less.
I think I probably
feel like it's more,
and I'm actually doing less.
SARA CODY: There's
obviously sort
of this political relevancy to
responding to events like this.
So I hope you want to
speak from your perspective
as someone studying
political science
and sort of seeing this unfold.
AIDAN MILLIFF: You know, I think
there are connections between
my own research and what's
going on, especially with
the safety-seeking decisions
people are making--
decisions to leave
where they live
and go back home, and
that sort of thing.
I think it's going to be really
interesting going forward
to understand how people
make those choices.
And then also in
a situation where
we're so worried about the
movement of people and people
being in confined
spaces with one another,
how those decisions
to move around really
affect our ability to--
affect our ability to keep
people safe as a collective.
SARA CODY: So you mentioned
that sort of a lot of people
helped get you home.
And I can imagine what a
nightmare that must have been.
AIDAN MILLIFF: I had
to get something that's
required to leave the country.
And that came through
the afternoon I left.
So there was a bit of
a tense moment seeing
if I was going to get
this document that was
necessary to get on the flight.
There are five or six people
who I should definitely mention.
The first is someone
on my committee--
Vipin Narang.
He's a professor in
political science.
Vipin was super
available the whole time
I was trying to sort out what
to do and how to get home.
Joli Saraf, Susan Twarog, the
department head David Singer,
and then the last person I
should mention is Todd Holmes.
Long list of people.
But it was an
effort that ended up
drawing a lot of people's help.
[MUSIC PLAYING]
We have a dissertation
[DOG GROWLING]
SARA CODY: Ooh.
AIDAN MILLIFF: Man.
[DOG BARKING]
SARA CODY: Sorry.
Hang on one second.
[DOG BARKING]
I am so sorry.
[DOG BARKING]
AIDAN MILLIFF: It's fine.
SARA CODY: Would you
believe me if I told you
she was quiet all day,
until this moment?
She'll probably sit with me.
So-- Say hi.
AIDAN MILLIFF: Oh my gosh.
What's her name?
SARA CODY: Eva the Diva.
[MUSIC PLAYING]

---

### Virtual Hug
URL: https://www.youtube.com/watch?v=4q_5A1Q3rbU

Idioma: en

[music]
I'm Ariel.
I'm a senior at MIT
majoring in computer science and minoring in math and women and gender studies.
My name is Caitlin Keegan.
I'm a senior at MIT studying Course 2-A, so that's mechanical engineering
and minors in Economics and Business Analytics.
I'm Giulia Alvarenga.
I'm a sophomore studying business analytics, which is 15-2 and minoring in computer science.
And I'm Megan Ochalek.
and I'm a senior in Course 2, so mechanical engineering.
[music]
[Ariel] I know the last days at school were a rollercoaster for everyone.
Maybe we can talk about what that experience was like for us
and how quickly things changed.
Yeah, 'cause we took that photo, right?
That was Monday.
Yeah, that was Monday, right.
In front of Killian, all of us together.
[music]
[Megan] That Monday was so nice. It was like the first nice day, so everyone's out.
Like all of MIT is just suddenly...
...alive!
[Ariel] I'm really grateful that we had that time together, and that experience
when things still felt normal.
[music]
[Ariel] I just want more time with the people I really cared about at MIT, to...
...tell them how impactful they've been on my experience
and how much I care about them.
So, hopefully a lot of people can make it to the reunion.
Yeah,
I wouldn't trade the 3.75 years I had for anything, but...
[Megan] I'm gonna cry guys!
[Ariel] Love you guys!
[laughter]
I just want to give you all hugs!
[Ariel] The virtual hug!
[Caitlin] The virtual hug!!
[Megan] Virtual hug!!!
[music]

---

### Lenseye - Quaranteen (Official Music Video)
URL: https://www.youtube.com/watch?v=gkdDsaDkJOM

Idioma: en

[Music]
little the wrinkles in my bed sheets
once you know the reruns in the repeats
counting again
daily life
[Music]
I just need a little
[Music]
after Exodus
it's
this day
[Music]
the quarantine
like I never see
[Music]
[Music]
this
[Music]
I need you to know that I miss you and
I'll see you on the
side
[Music]

---

### Power of a Poster
URL: https://www.youtube.com/watch?v=YFwr298jvDc

Idioma: en

ALFRED IRONSIDE: Do you think
about going to university
someday?
Is that something that's
in your mind at all?
SIENNA ZHAO: I think about
going to MIT, actually.
[MUSIC PLAYING]
ALFRED IRONSIDE: Thank you
for joining me, Sienna.
SIENNA ZHAO: Thank you
for having me here.
ALFRED IRONSIDE: So you
became famous at MIT
when your dad sent
a piece of art
that you had made
to some friends.
And I think those friends
sent it to some other friends,
and somehow it made its
way to some people at MIT.
And they sent it to
the president of MIT,
and he loved it.
He was not the only one.
Many people said, it's so great.
And I wanted to
talk to you and talk
about your inspiration for
this beautiful piece of art.
SIENNA ZHAO: Well,
it was my birthday.
And I wanted to do
something meaningful
that I could remember
for a very long time.
And I also learned that my dad
was helping MIT get donations.
So I thought, why
not make a poster
to help them get more donations?
ALFRED IRONSIDE: So
I think the thing
that I reacted to
most when I first
saw it was this
very beautiful globe
at the center of the drawing
with the MIT logo on the face
mask.
How did you come up with
that brilliant idea?
SIENNA ZHAO: Well,
it's because I
thought MIT is doing different
projects to help the world
fight COVID-19.
So I thought, why not let
the world wear the N95 mask
with MIT's logo on it?
ALFRED IRONSIDE:
Really, really great.
So talk about some
of these other parts
all around the sides
of your drawing.
SIENNA ZHAO: So these
are the projects
I found on the
MIT.edu front page.
MIT mental health projects.
There's the personal
protective equipment.
It's a face shield
they're making.
And they're trying to make
vaccines to help people
prevent from getting COVID-19.
They're doing the
economic recovery.
They're making open
source ventilators,
and they're trying to find
ways for blocking COVID-19.
ALFRED IRONSIDE: All true.
And you found that all
on the MIT website?
SIENNA ZHAO: Yeah, but there
are a lot more projects
they're doing still, too.
ALFRED IRONSIDE: Well, you're
an amazing spokesperson for MIT.
Steve, and especially
Sienna, thank you
for bringing us some good news.
SIENNA ZHAO: Thank
you for having us.
STEVE ZHAO: Thank you.
Yeah, it's our great
pleasure that we can help.
ALFRED IRONSIDE: Sienna, I hope
to see you at MIT really soon.
STEVE ZHAO: [LAUGHS]
SIENNA ZHAO: Same.
STEVE ZHAO: OK, thank you.
ALFRED IRONSIDE: Thanks a lot.
Take care.
So now joining me on--
no, let me start over.
Three, two, one.
[MUSIC PLAYING]

---

### Connecting MIT with Yoga
URL: https://www.youtube.com/watch?v=E2VM6hcQ_qo

Idioma: en

NEHA SUNIL: So for
me, yoga's always
been a tool for when I'm
feeling stressed or anxious
or overwhelmed, that
I can turn to yoga
and it centers me and brings
me back to a better place.
I'm still getting used to being
a student in this situation.
I haven't really left
my room in a while.
I feel like a lot
of us are starting
to go a little stir crazy
just being cooped up
in our apartments.
It can be a little
lonely at times.
So I was excited to be able
to provide this free resource
to people no matter where
you are in the MIT community.
The first class, no one really
had their video screens on,
but the second class
they did, and it
was nice being able to teach
based on what I was seeing
but also just know that there's
this community following along
with me.
Inhale.
Stretch tall.
And exhale.
The great thing about the
mechanical-engineering
department in particular,
they did a really great job
of giving us a lot of
orientation activities.
That helped me make
a lot of friendships
that have really, really
helped me through this.
Especially this yoga community
has helped me get through this
and been instrumental
for my mental health.
SPEAKER: Thanks, Neha.
NEHA SUNIL: Yeah.
SPEAKER: Thank you
for the yoga class.
NEHA SUNIL: Just feeling like
you're part of something bigger
or part of a bigger
community-- so there
was a lot of friendly faces
that I was excited to see.
SPEAKER: Bye.
SPEAKER: Bye.

---

### #ZoomADay, with Dan Novy
URL: https://www.youtube.com/watch?v=HI7E1ME40ps

Idioma: en

Dan Novy: One second, here we go and ... hello!
(music)
My name is Dan Novy and I'm a research scientist at the MIT Media Lab,
currently working in oceanography        
and immersive data displays.
I had originally intended this
to become something where it became so
annoying that people would stop making
me go to meetings, that they would be
like "oh, god, he's going to show up with
some strange background,
please don't invite him to this meeting." But of course,  now the opposite has happened,
people now invited me into meetings just
to see what I'm going to pull off.
I've been in outer space.  I've been to the
bottom of the ocean. I've been to many
tropical places. And I'm getting requests
now, so they'll actually be a Google
form where you can make a request and
I'll see if I can actually put myself there.
Now part of the charm is to try to
do this completely lo-fi, so I'm only
using the tools available in Lens Studio,
Snap Camera, and zoom itself. A little bit
of Photoshop to create some of the
backgrounds but I'm not using any
expensive visual effects software like
Maya or Lightwave. I think it would be
lovely if you all joined me, start using
the virtual backgrounds, start using the
Snap Camera and use the hashtag ZoomADay.  Yes... jazz hands!

---

### Building and Reconnecting MIT in Minecraft
URL: https://www.youtube.com/watch?v=XjvATlcMo9w

Idioma: en

The way that like Minecraft itself works,
it's kind of like digital LEGO and that like
there's all these like different like types
of blocks you can stack on top of each other
and like build larger structures with.
It's been oddly relaxing to both build MIT's
campus and like walk through it again.
I remember the first time that I saw some
of the buildings after they got completed
being like, whoa, this is actually MIT, I
feel, in some sense, like I'm home.
And with the whole, like, Covid-19 situation
like basically scattering us all four corners
of the globe and everything.
Like even getting back to, you know, the basic
like structure of what campus looks like.
Well, it's not like a replacement for like,
the feeling that I got from people and everything
it reminds me of like all the times that we
had, as well as like processing some of my
own grief from leaving campus.
Like being able to like go through familiar
locations and just like, know that I can see
these locations not just in my memory, but
like in a physical model.
I've really been blown away by the attention
to detail that people put into all the buildings.
And like projects they've done on the server.
Like, I mean, when I, when we started this,
I kind of expected, like, okay, there's so
many buildings, we probably will just build
like the outsides and so it kind of looks
like MIT.
But people really have been like, trying to
build whole interiors, and like, mostly from
memory.
And it really just shows to me like how much
these spaces meant to them.
And like, how MIT is basically like a second
home to a lot of people, I think.
And I think also building off of that it's
really cool to be able to have sort of like
a virtual archive of sort of your copy of
MIT because inevitably new buildings pop up,
things go and get replaced and to be able
to simultaneously look back and be like, oh,
that was the building that I used to work
in and, or that was the building where I used
to live in before it gets renovated or becomes
this and that is really nice to be able to
have preserved in some sense for future generations.
These communication channels are awesome ways
to be able to continue engaging with people
like playing video games together and so on.
Obviously, nothing is a replacement for real
life and being able to see everyone on campus
the likes and that. Yeah, personally like as
a first year student who only had like a couple
like months on campus anyway, I've been like
interacting with a lot of people that I otherwise
would not have seen because like they're just
online or we're like building in Minecraft
together or something like that.
So it's been a really cool experience.
And I'm looking forward to when all of this
is over, like actually, meeting up in real life
on campus, and being like, hey, remember five
months ago
when we were doing this cool thing together?

---

### A call to arms for everybody
URL: https://www.youtube.com/watch?v=GhVi97XEiS4

Idioma: en

[music]
I think a moment like this is a call to arms for everybody.
And I think everybody contributes what they can
and what they know to try to solve complex problems.
That's why we come to MIT
That's why we choose the fields that we do.
And you know, sometimes you kind of get called into directions
that you don't even know that you can contribute to
And I think even as somebody who studies a bacterial pathogen in the lung, you know
I think there's actually things that we can do and we can contribute to understand this disease.
So like one thing that we've been doing in our lab is trying to understand how different
diseases of the lung
impact immunity.
So we take datasets from people infected with TB to people with non-small-cell lung cancer
to fibrosis of the lung and you know,
Because COVID-19 has a really strong impact - It's a respiratory viral infection -
we can actually take the data that's coming out in real time from people infected with COVID-19 and ask,
"What does the immune response and how does it look similar or different from other diseases of the lungs?'
And what that might do is that might actually help give us some hints around like,
"What are other therapies that we could think about repurposing?"
At the same time the other thing that was like super terrifying as somebody who's like junior,
And just starting his own lab - It's not even 2 years old.
It's like, "Oh my gosh, we're shutting down!" like, "What is gonna happen to us?"
And I think this is the other thing that I like realize about being at MIT
Which is actually, you know, when you were kind of at the cusp of your own knowledge
there's this real great uncertainty, right? And working at that level of uncertainty is Incredibly terrifying.
I remember as an undergrad, I came and I was like,
"Oh my gosh, I don't know anything!"
and I was like, "I have to learn all these things", and, "Can I even do this?"
and I think the exercise at MIT is like
Actually, you start this and MIT stretches you this far and I think the same thing happens at the research end
which is actually when you're at the cusp of knowledge, there's this high tension of drama and uncertainty
and it can at times I think induced anxieties, like, "Is like is this going to work?"
But at the same time, I think that's why we choose MIT, right?
Because we are problem solvers and what we want to do is we wanna contribute.
So I think that excitement I think for us
outweighs the anxiety of kind of the uncertainty but it's
definitely a real tension that I think a lot of people experience
But what I've been super impressed by is it's like call to arms that people left and right have been
thinking about how can we contribute? How can we move the needle here?
I think that is like
the ethos and kind of the underlying current of MIT is like
we see a problem, we try to find the solution.

---

### Spanning the distance: Maintaining a sense of community with John Dozier
URL: https://www.youtube.com/watch?v=0QgKEB5_Zok

Idioma: en

JOHN H. DOZIER: I will
tell you that there
is something to be said for
getting to know people online.
[MUSIC PLAYING]
My work life situation is
pretty unique in the sense
that I started at MIT
right when the decision had
been made to abandon campus
for the protection of everyone.
And so I started off
in Boston for a week.
I then decided to come back
to Columbia, South Carolina.
So I'm enjoying, right
now, 85 degree weather
in Columbia, South Carolina.
TOM GEARTY: And I
wondered about that.
They announced your appointment
to MIT on February 12.
JOHN H. DOZIER: Yes.
TOM GEARTY: How have you
adapted to starting work for MIT
without starting work at MIT?
JOHN H. DOZIER: For one, you're
not entering these big meeting
spaces where
everyone is in a suit
and tie or dressed
in their best.
Which sometimes has a
bit of an intimidating
factor, especially when you're
the new person on campus.
And so now seeing
everyone in casual shirts,
sometimes sweat shirts, and
that has been very helpful.
I will say there is a part of
me where I always thought that I
was a bit of an introvert.
I am good at developing
relationships.
But in my quiet
moments, I really
think that I generate a lot
of my energy internally.
And so I would say that one
of the more difficult things
associated with this has been
really grappling with that.
Because I'm finding
that, as much
as I thought that
I was an introvert,
I indeed get a lot
of energy from my day
to day interactions with
people and having people around
and feeding off of their energy.
And that has obviously been
a bit of a challenge here.
Part of my role
and responsibility
is to think about the ways
that we develop community here
at MIT, how we leverage
the sense of inclusion
and belonging that we
create in the development
of this community.
And obviously, community today
is vastly different than what
it was two months ago.
And so we're having to really
kind of think differently
about how we do our work.
This has taught me a lot about
MIT in a short period of time
in ways that I
probably would never
have had another opportunity
to learn about otherwise.
I'm coming in and we're dealing
with a crisis situation.
And not just an MIT crisis.
You know, a worldwide pandemic.
We're having to really
develop some really trusting
relationships very rapidly
around a lot of this.
I can't say that we will always
be 100% right, that we'll
get everything 100% perfect.
But I think that we have
a group of very committed
administrative staff,
students, faculty,
postdocs, here at MIT that
are committed to making sure
that we get this right.
[MUSIC PLAYING]
I think if you just press record
as the host of the meeting I'll get
a pop up
Which I did not get.
[MUSIC PLAYING]

---

### I can save the world from my living room
URL: https://www.youtube.com/watch?v=lvsWP8du3SM

Idioma: en

[music]
You wanna go first, Jeba?
Uh, Ok,  you beat me to it. I was going to put you on the spot!
But OK, yeah, I'll go first. So my name is Jeba Sania.
My mom and my dad they immigrated from Bangladesh in the 90s
So we have deep roots to that country.
I was born in LA and when I was six
years old or seven years old we moved to
Arizona, Phoenix. So I've always been like a West Coast native
very proud of that side of
the country.
I'm a senior. I major 6-2, which is
Electrical Engineering & Computer Science
and I minor and Brain and Cognitive Sciences.
I'm really passionate about using technology
to create social impact so that has
always kind of guided my MIT experience.
My name is a Afeefah Khazi-Syed. My parents again also actually immigrated from India
in the 90s so I was born and raised in
Arlington Texas.
At MIT I kind of came in knowing that I wanted to do biological engineering.
I was really interested in engineering but also medicine.
The plan is to go to medical school and so BE (Biological Engineering) seemed like the natural like middle ground
of like, "Oh maybe I can do both!"
And this is something that me and Jeba talk about a lot is like how
all of our ancestors before us like push the boundary a little bit more and I think
we were so fortunate that we have this
opportunity.
I'm president of a club called CASE
and we advocate for a first-generation low-income students on campus.
and I'm a camp Kesem counselor.
Additionally I'm really involved in the Muslim Student Association
I used to be executive member and I'm just an active community member.
I also used to be an executive member and also I'm now just an active community member.
But I remember when I first came to MIT during CPW (Campus Preview Weekend)
The MSA (Muslim Students Association) was like one of the first groups that I met
and just the sense of community that they had
really resonated with me and I
think there's a lot of communities like
that at MIT and that's something that we
really saw when we all had to move off
campus due to COVID-19, the way that we all mobilized
come support each other I'm just so
grateful that of all the places I could have been
when I felt like the world was falling apart, I was at MIT.
As a senior, I look back and I just think
about like the person I've become that has
grown so much and I'm so proud of all
the experiences and all the people I got to
meet and so when this pandemic happened and everybody was forced to go home
it was really really hard to kind of accept
the fact that maybe this would be the
last time I would be seeing you.
But it's been really powerful to see how people have been coming together.
A lot of my professors have individually reached out to see how I'm doing
We have Zoom parties where we catch up on each other.
and it's also just like really
interesting because a lot of people that
reach out to me or that I reach out to
people that I haven't talked to in a while as well.
And so just just to see that MIT Network doesn't just belong in that small little bubble in Cambridge,
but it really is expanding like worldwide right now
I think is really cool to see.
I've always believed that STEM is kind of like
the closest thing that human powers have to superpowers...
I messed up! [laughs]
The closest things we have to superpowers, right?
And so by being sent home it's kind of like we're doing our part to save the world.
And I knew that this is what I was gonna have to do with
my MIT education after but it's kind of
like I guess I'm doing that right now
so it's kind of like a sacrifice we're
willing to make
so it's like yeah, I could save the world for my living room! [laughs]
[music]

---

### Isolating together: Checking in with Anette “Peko” Hosoi
URL: https://www.youtube.com/watch?v=ASa_20p2i8U

Idioma: en

I prefer gallery view because it's like
the Brady Bunch so I am in New Hampshire
with my husband I'm more specifically I
am in my bike room hanging out waiting
for the Sun to come out that's great
what's been challenging about this kind
of remote work experience for you so far
so I would say that one of the things
I've come to appreciate is that during
the course of the day we have hundreds
of random interactions which helped us
to stay connected and in this sort of
new mode of operations that those
hundreds of interactions have literally
dropped to zero so you know any
connections we make at this point have
to be deliberate and so getting used to
that and figuring out strategies to make
that work I think it's been quite
challenging so then on the flip side of
the eye what if anything have you come
to actually like about working remotely
right now this is a little bit
tangential but I'm starting to see these
virtual communities pop up where people
are trying to figure out how can MIT
help in this global crisis that we're
all facing now and the interactions I'm
seeing across campus virtually are just
incredible there are people who are
figuring out how to give PPEs to
healthcare providers there are people
who are figuring out how to work with
manufacturers to build ventilators there
are people who are designing models that
will help us evaluate what will be the
impact of certain policies there are
people who are working with
pharmaceutical companies to develop
vaccines and that the list just goes on
and on on you know honestly I think I
have never been more proud to be part of
the MIT community you know and I I think
that we will all look back and be proud
of in my teach response much so my
colleague Eleazar Edelman said this on a
zoom call the other day you know he said
MIT is made for this and I think he's
exactly right there have been so many
points in history where they've been
important moments in the MIT timeline
where we have stepped up and done
something in the service of the nation
or in the service of the world or in the
service of the local community and I
think we are in one of those moments
right now
[Music]

---

### Tips for surviving social distancing from an MIT astronaut
URL: https://www.youtube.com/watch?v=ezyxCk8e2zc

Idioma: en

[MUSIC PLAYING]
Keeping our distance from each other for an extended period
of time is the most effective way to reduce COVID-19 spread.
But the prospect of prolonged social isolation
is uncharted territory for many of us.
To get some insight on how we might navigate
this period of social separation,
MIT News checked in with MIT alumna and former astronaut
Cady Coleman, who perhaps had the ultimate isolation
experience.
Cady spent months at a time on the International Space
Station.
While orbiting some 250 miles above Earth, Cady,
with other astronauts, lived and worked in quarters that are
about the size of a six-bedroom house,
with only occasional opportunities to step outside--
on spacewalks to repair or maintain the station.
Despite being physically isolated from the rest
of the world for months at a time,
the astronauts found ways to bridge the distance
with family and friends--
by talking on the phone or through video chats.
But just as importantly, they also
made sure to find time for themselves
and embrace their isolation.
Cady Coleman flew on the space shuttle
twice and served a long-duration mission
for six months aboard the Space Station as a NASA astronaut.
Here, Cady shares with us some of the lessons
she learned from living in space and how we can all
commit to a mission to live, at least for now, at a distance.
I think that what makes everything work is the mission.
As an astronaut, I was on the forward edge of exploration,
representing the many people who make the ISS mission
and experiments happen.
Right now, our mission is to keep each other safe here
on Earth.
I think that keeping that mission in mind
makes it much easier to wash your hands that one more
time when you really don't feel like it and to tell friends who
are more casual about social distancing things like,
no, I really don't think it's safe to do that
together right now.
The challenging times of isolation in space
is something only a select few may experience
during their lifetime.
But feelings of isolation can be felt here on Earth right now.
Currently, people across the globe
are facing the challenge of forced isolation
that, with the overall anxiety surrounding this novel virus,
have many finding it harder to cope than anticipated.
Coleman remembers the more challenging times
she had to work through during her time on ISS
and shares some advice on how to get through, and even embrace,
this social distancing period.
We had one crew member whose mom passed away fairly unexpectedly
while we were in space.
We established that we'd have our own memorial
service at the same time as the funeral back home.
And when I looked at the world map,
I realized that we were going to be passing over his hometown
at the time of the funeral.
So the six of us were there in the cupola together,
and we had a few moments of silence.
And I really felt we were together
with all the family on the ground.
There are lots of things we can't control now.
What are the things we can?
We can control the things we learn.
And I'm thinking I may take some Skype
lessons for playing the flute.
And learning Chinese has always been on my list,
as well as practicing Russian.
There are projects I have on my list, from finishing my website
to cleaning out my attic.
And right now, it feels like I may,
in a joyful and not-so-joyful way, get them all done.
There's little doubt life will be different for all of us
in the coming months, much like life
was very different for those working
for long periods of time on the International Space Station.
Everyone's circumstances are different,
but we are all in this together and must try and stay strong.
Cady Coleman suggests trying to take time for yourself
while you have the opportunity.
I think about the things I wish I did when
I was up on the Space Station.
One is get enough sleep.
Probably my whole life, I've never
gotten enough sleep, especially at MIT, right?
So taking care of yourself is a really good thing.
Prioritize that.
And also, some kind of journaling or recording--
jot a few notes.
Capture this time for yourself whether you plan
to share it with anyone or not.
Take pictures that help people realize what it was like
for you, because your experiences may
be valuable to others in the future.
When the mission you've chosen forces you to be isolated,
you find a way to be the best you can.
Thanks for listening.
You can find more audio content from MIT on Apple Podcasts,
Google Play, Spotify, or wherever
you find your podcasts.

---

