Experience New York City’s Fabled Mid-Century Nightclubs in an Interactive, COVID-19-Era, Student-Designed Exhibit

It’s been over a month since pub­lic health pre­cau­tions led almost every school in the Unit­ed States to switch to online instruc­tion.

While there are obvi­ous­ly much greater tragedies unfold­ing dai­ly, it’s hard not to empathize with stu­dents who have watched count­less spe­cial events—proms, com­mence­ments, spring sports, per­for­mances, hot­ly antic­i­pat­ed rites of passage—go poof.

In New York City, stu­dents in Par­sons School of Design’s Nar­ra­tive Spaces: Design Tools for Spa­tial Sto­ry­telling course were crest­fall­en to learn that their upcom­ing open-to-the-pub­lic exhi­bi­tion of group and solo projects in the West Village—the cen­ter­piece of the class and a huge oppor­tu­ni­ty to con­nect with an audi­ence out­side of the classroom—was sud­den­ly off the menu.

Mul­ti­dis­ci­pli­nary artist Jeff Stark, who co-teach­es the class with Pamela Park­er, was dis­ap­point­ed on their behalves.

Stark’s own work, from Empire Dri­ve In to Miss Rock­away Arma­da, is root­ed in live expe­ri­ence, and New York City holds a spe­cial place in his heart. (He also edits the week­ly email list Non­sense NYC, an invalu­able resource for inde­pen­dent art and Do-It-Your­self events in the city.)

This year’s class projects stemmed from vis­its to the City Reli­quary, a small muse­um and civic orga­ni­za­tion cel­e­brat­ing every­day New York City arti­facts. Stu­dents were able to get up close and per­son­al with Chris Engel’s col­lec­tion of pho­tographs, menus, pro­mo­tion­al mate­ri­als, and sou­venirs doc­u­ment­ing the hey­day of New York’s sup­per club nightlife, from the 1940s through the 1960s.

Stu­dent Rylie Cooke, an Aus­tralian who aspires to launch a design com­pa­ny, found that her research deep­ened her con­nec­tion to arti­facts she encoun­tered at the Reli­quary, as she came to appre­ci­ate the fabled Copaca­bana’s influ­ence on the pop­u­lar cul­ture, food, and music of the peri­od:

… with COVID-19 it became impor­tant to have this con­nec­tion to the arti­facts as I was­n’t able to phys­i­cal­ly touch or look at them when Par­sons moved to online for the semes­ter. I am a very hands-on cre­ative and I love curat­ing things, espe­cial­ly in an exhib­it for­mat.

Rather than scrap their goal of pub­lic exhi­bi­tion, the class decid­ed to take things into the vir­tu­al realm, hus­tling to adapt their orig­i­nal con­cepts to a pure­ly screen-based expe­ri­ence, The New York Sup­per Club: From Nightlife to Social Dis­tanc­ing.

The plan to wow vis­i­tors with a peri­od-appro­pri­ate table in the cen­ter of their West Vil­lage exhi­bi­tion space became a grid of dig­i­tal place­mats that serve as por­tals to each project.

Cooke’s con­tri­bu­tion, A Seat at the Copaca­bana, begins with an inter­view in which base­ball great Mick­ey Man­tle recounts get­ting into a cloak­room brawl as he and fel­low New York Yan­kees cel­e­brat­ed a birth­day with a Sam­my Davis Jr. set. Recipes for steak and pota­toes, Chick­en a la King, rarebit, and arroz con pol­lo pro­vide fla­vor for a floor­show rep­re­sent­ed by archival footage of “Let’s Do the Copaca­bana” star­ring Car­men Miran­da, a Mar­tin and Lewis appear­ance, and a dance rehearsal from 1945. The tour ends at the Copa’s cur­rent incar­na­tion in Times Square, with a vision of pre-social­ly dis­tanced con­tem­po­rary mer­ry­mak­ers sal­sa-ing the night away.

(Nav­i­gate this exhib­it using tool­bar arrows at the bot­tom of the screen.)

Stu­dent Hongxi Chen’s inves­ti­ga­tions into The Chi­na Doll night­club result­ed in an elab­o­rate inter­ac­tive immer­sive expe­ri­ence on the top­ic of cul­tur­al appro­pri­a­tion:

The Chi­na Doll… was found­ed in 1946 by Cau­casian stage pro­duc­er Tom Ball, who deemed it the only “all-ori­en­tal” night club in New York. While the club some­times played off “Ori­en­tal” stereo­types, and titled one of its shows “Slant-Eyed Scan­dals,” they fea­tured Asian dancers and Asian singers pre­sent­ing pop­u­lar songs in a way New York­ers had nev­er seen before. The Dim inter­ac­tive expe­ri­ence unfolds with the sto­ry of Thomas, a wait­er at the Chi­na Doll.

As a junior in Par­sons’ Design and Tech­nol­o­gy pro­gram, Chen had plen­ty of pre­vi­ous expe­ri­ence forg­ing vir­tu­al envi­ron­ments, but work­ing with a muse­um col­lec­tion was new to him, as was col­lab­o­rat­ing on a vir­tu­al plat­form.

He sought Stark’s advice on cre­at­ing vivid dia­logue for his fic­tion­al wait­er.

Jiaqi Liuan, a Design and Tech­nol­o­gy MFA stu­dent and vet­er­an of the Shang­hai pro­duc­tion of Sleep No More, Punchdrunk’s immer­sive retelling of Mac­Beth, helped chore­o­graph Chen’s Chi­na Doll dancers in an homage to The Flower Drum Songs Fan Tan Fan­nie num­ber.

Chen stayed up until 7 am for two weeks, devour­ing open source tuto­ri­als in an attempt to wran­gle and debug the many ele­ments of his ambi­tious project—audio, video, char­ac­ter mod­els and ani­ma­tion, soft­ware, game engines, and game serv­er plat­form.

As Chen not­ed at the exhibition’s recent Zoom open­ing (an event that was fol­lowed by a dig­i­tal dance par­ty), the mas­sive game can be a bit slow to load. Don’t wor­ry, it’s worth the wait, espe­cial­ly as you will have a hand in the sto­ry, steer­ing it to one of five dif­fer­ent end­ings.

Chen, an inter­na­tion­al stu­dent, could not safe­ly return to Chi­na and has not left his stu­dent apart­ment since mid-March, but game­ly states that remain­ing in the same time zone as his school allowed him to com­mu­ni­cate effi­cient­ly with his pro­fes­sors and the major­i­ty of his class­mates. (Cooke is back home in Aus­tralia.)

Adds Chen:

Even though we are fac­ing a dif­fi­cult cir­cum­stance under the pan­dem­ic and had to piv­ot our orig­i­nal ideas into a vir­tu­al pre­sen­ta­tion, I’m glad that our class was able to quick­ly change plans and adapt to the sit­u­a­tion. This… actu­al­ly inspired me a lot and opened up ways to invite and con­nect peo­ple with vir­tu­al art­work.

Oth­er high­lights of The New York Sup­per Club: From Nightlife to Social Dis­tanc­ing include Ming Hong Xian’s explo­ration of the famous West Vil­lage coun­try music club, The Vil­lage Barn (com­plete with tur­tle races) and What Are You? a per­son­al­i­ty test devised by Mi Ri Kim and Eleanor Mel­by, to help vis­i­tors deter­mine which clas­sic NYC sup­per club best suits their per­son­al­i­ty.

(Appar­ent­ly, I’m head­ed to Cafe Zanz­ibar, below, where the drinks are cheap, the aspirin is free, and Cab Cal­loway is a fre­quent head­lin­er.)

Stark admits that ini­tial­ly, his stu­dents may not have shared his swoon­ing response to the source mate­r­i­al, but they share his love of New York City and the desire to “get in the thick of it.” By bring­ing a Gen­er­a­tion Z per­spec­tive to this his­tor­i­cal ephemera, they stake a claim, mak­ing work that could help the City Reli­quary con­nect to a new audi­ence.

Enter The New York Sup­per Club: From Nightlife to Social Dis­tanc­ing here.

Explore the City Reli­quary online here, and join in the civic pride by par­tic­i­pat­ing in its week­ly Insta­gram Live events, includ­ing Thurs­day Col­lec­tors’ Nights.

(All images used with per­mis­sion of the artists and The City Reli­quary)

Relat­ed Con­tent: 

See New York City in the 1930s and Now: A Side-by-Side Com­par­i­son of the Same Streets & Land­marks

New York City: A Social His­to­ry (A Free Online Course from N.Y.U.) 

The Lost Neigh­bor­hood Buried Under New York City’s Cen­tral Park

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. Her con­tri­bu­tion to art in iso­la­tion is a hasti­ly assem­bled trib­ute to the clas­sic 60s social line dance, The Madi­son. Fol­low her @AyunHalliday.

Netflix Makes Documentaries Free to Stream: Design, Politics, Sports, Sir David Attenborough & More

Many of us kept indoors by the COVID-19 pan­dem­ic for days — or rather weeks, or per­haps months — have been imbued with a new sense of won­der about our world. Specif­i­cal­ly, we’re won­der­ing what’s going on in it. At the same time as the glob­al sci­en­tif­ic com­mu­ni­ty strug­gles to deter­mine the nature of the new and still poor­ly under­stood virus tak­ing lives and immo­bi­liz­ing economies, we hear dig­i­tal word of con­se­quent phe­nom­e­na also pre­vi­ous­ly unknown in our life­times: wild ani­mals, for instance, mak­ing their way into the streets of major cities. We live, it turns out, in a stranger, more mys­te­ri­ous real­i­ty than we’d imag­ined. For­tu­nate­ly, the inter­net makes it pos­si­ble for us to start get­ting a grip on that real­i­ty here in our homes, not least through free stream­ing Net­flix doc­u­men­taries.

“In the Before Times, Net­flix let teach­ers stream their pro­gram­ming in the class­room,” writes Jason Kot­tke. With schools out of ses­sion, “Net­flix has decid­ed to put some of their edu­ca­tion­al pro­gram­ming on YouTube for free (full playlist here). For instance, they’ve put all 8 episodes of David Attenborough’s nature series Our Plan­et online in their entire­ty.”

Released just last year, that Net­flix debut of the high­ly respect­ed nat­ur­al his­to­ri­an and broad­cast­er cov­ers in great visu­al detail — and, need­less to say, with high­ly evoca­tive nar­ra­tion — every­where from forests and deserts to jun­gles and high seas. If as a start­ing point that all seems a bit epic, as they say, Net­flix has also made free sin­gle-serv­ing doc­u­men­tary shorts on sub­jects like the stock mar­ket, the excla­ma­tion point, and crick­et (the British Empire sport, not the insect).

Those come from the series Explained, a col­lab­o­ra­tion between Net­flix and Vox, a site known for its brief “explain­er” videos on cul­ture, sci­ence, and cur­rent events — one of which, on the coro­n­avirus itself, we fea­tured last month here on Open Cul­ture. Net­flix has also made free to stream on Youtube oth­er series like Abstract, which looks at the art of design (and whose debut we fea­tured here a few years ago), and Babies, a five-part jour­ney into the life of the human infant. If you pre­fer a fea­ture-length doc­u­men­tary expe­ri­ence to a dai­ly view or a binge-watch, you’ll also find on the playlist Ava DuVer­nay’s 13th, Rachel Lears’ Knock Down the House, and Jeff Orlowski’s Chas­ing Coral. When the orders of “stay home” and “social-dis­tance” come to an end, many of us will feel a stronger desire to explore and learn about the world than ever before — in part because of how much of the time indoors we’ve spent stok­ing our curios­i­ty with doc­u­men­taries like these. Access the playlist of doc­u­men­taries here.

via Kot­tke

Relat­ed Con­tent:

265 Free Doc­u­men­taries Online

200 Free Doc­u­men­taries: A Super Rich List of Fine­ly-Craft­ed Doc­u­men­taries on the Web

Cours­era Makes Cours­es & Cer­tifi­cates Free Dur­ing Coro­n­avirus Quar­an­tine: Take Cours­es in Psy­chol­o­gy, Music, Well­ness, Pro­fes­sion­al Devel­op­ment & More Online

Björk and Sir David Atten­bor­ough Team Up in a New Doc­u­men­tary About Music and Tech­nol­o­gy

David Atten­bor­ough Reads “What a Won­der­ful World” in a Mov­ing Video

Use Your Time in Iso­la­tion to Learn Every­thing You’ve Always Want­ed To: Free Online Cours­es, Audio Books, eBooks, Movies, Col­or­ing Books & More

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall, on Face­book, or on Insta­gram.

The “Feynman Technique” for Studying Effectively: An Animated Primer

After win­ning the Nobel Prize, physi­cist Max Planck “went around Ger­many giv­ing the same stan­dard lec­ture on the new quan­tum mechan­ics. Over time, his chauf­feur mem­o­rized the lec­ture and said, ‘Would you mind, Pro­fes­sor Planck, because it’s so bor­ing to stay in our rou­tine, if I gave the lec­ture in Munich and you just sat in front wear­ing my chauffeur’s hat?’ Planck said, ‘Why not?’ And the chauf­feur got up and gave this long lec­ture on quan­tum mechan­ics. After which a physics pro­fes­sor stood up and asked a per­fect­ly ghast­ly ques­tion. The speak­er said, ‘Well, I’m sur­prised that in an advanced city like Munich I get such an ele­men­tary ques­tion. I’m going to ask my chauf­feur to reply.’ ”

That this intel­lec­tu­al switcheroo nev­er actu­al­ly hap­pened did­n’t stop Char­lie Munger from using it as an open­er for a com­mence­ment speech to USC’s Law School. But when a suc­cess­ful bil­lion­aire investor finds val­ue even in an admit­ted­ly “apoc­ryphal sto­ry,” most of us will find val­ue in it as well. It illus­trates, accord­ing to the Free­dom in Thought video above, the dif­fer­ence between “two kinds of knowl­edge: the deep knowl­edge that Max had, and the shal­low knowl­edge that the chauf­feur had.” Both forms of knowl­edge have their advan­tages, espe­cial­ly since none of us have life­time enough to under­stand every­thing deeply. But we get in trou­ble when we can’t tell them apart: “We risk fool­ing our­selves into think­ing we actu­al­ly under­stand or know some­thing when we don’t. Even worse, we risk tak­ing action on mis­in­for­ma­tion or mis­un­der­stand­ing.”

Even if you put lit­tle stock into a made-up anec­dote about one Nobel-win­ning physi­cist, sure­ly you’ll believe the doc­u­ment­ed words of anoth­er. Richard Feyn­man once artic­u­lat­ed a first prin­ci­ple of know­ing as fol­lows: “You must not fool your­self, and you are the eas­i­est per­son to fool.” This prin­ci­ple under­lies a prac­ti­cal process of learn­ing that con­sists of four steps. First, “explain the top­ic out loud to a peer who is unfa­mil­iar with the top­ic. Meet them at their lev­el of under­stand­ing and use the sim­plest lan­guage you can.” Sec­ond, “iden­ti­fy any gaps in your own under­stand­ing, or points where you feel that you can’t explain an idea sim­ply.” Third, “go back to the source mate­r­i­al and study up on your weak points until you can use sim­ple lan­guage to explain it.” Final­ly, “repeat the three steps above until you’ve mas­tered the top­ic.”

We’ve fea­tured the so-called “Feyn­man tech­nique” once or twice before here on Open Cul­ture, but its empha­sis on sim­plic­i­ty and con­ci­sion always bears repeat­ing — in, of course, as sim­ple and con­cise a man­ner as pos­si­ble each time. Its ori­gins lie in not just Feny­man’s first prin­ci­ple of knowl­edge but his intel­lec­tu­al habits. This video’s nar­ra­tor cites James Gle­ick­’s biog­ra­phy Genius, which tells of how “Richard would cre­ate a jour­nal for the things he did not know. His dis­ci­pline in chal­leng­ing his own under­stand­ing made him a genius and a bril­liant sci­en­tist.” Like all of us, Feyn­man was igno­rant all his life of vast­ly more sub­jects than he had mas­tered. But unlike many of us, his desire to know burned so furi­ous­ly that it pro­pelled him into per­pet­u­al con­fronta­tion with his own igno­rance. We can’t learn what we want to know, after all, unless we acknowl­edge how much we don’t know.

Relat­ed Con­tent:

Richard Feynman’s “Note­book Tech­nique” Will Help You Learn Any Subject–at School, at Work, or in Life

Richard Feynman’s Tech­nique for Learn­ing Some­thing New: An Ani­mat­ed Intro­duc­tion

The Feyn­man Lec­tures on Physics, The Most Pop­u­lar Physics Book Ever Writ­ten, Is Now Com­plete­ly Online

The Cor­nell Note-Tak­ing Sys­tem: Learn the Method Stu­dents Have Used to Enhance Their Learn­ing Since the 1940s

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

“I Will Survive,” the Coronavirus Version for Teachers Going Online

If you’re an aca­d­e­m­ic sprint­ing to put your course online, this video will make you feel bet­ter for a sol­id two min­utes and 44 sec­onds.

Above we present, “I Will Sur­vive,” the Coro­n­avirus ver­sion for teach­ers going online, with lyrics adapt­ed by Michael Bru­en­ing, his­to­ri­an at Mis­souri State.

At first I was afraid, I was pet­ri­fied

Kept think­ing I could nev­er teach through Can­vas all the time

But then I spent so many nights read­ing the help docs for so long

And I grew strong

And I learned how to get along

And so I’m back

Stu­dents are gone

As all my col­leagues try to fig­ure out how they’re gonna get along

I should have kept up with the tech, not skipped that class on course design

If I’d known for just one sec­ond I’d be teach­ing all-online

Go on now, go, leave me alone

I’ve got to fig­ure out

Just how to lec­ture using Panop­to

You gave me two days to adjust, to move every­thing online

Did you think I’d crum­ble

Did you think I’d lay down and die?

Oh no, not I, I will sur­vive

Oh, as long as I know how to Zoom, I know I’ll be alive

Oh, my stu­dents still will learn

And my pay­checks I will earn, and I’ll sur­vive

I will sur­vive, hey, hey

It took all the strength I had not to lay down and die

Kept try­ing hard to mend the pieces of my syl­labi

And I spent oh so many nights just feel­ing sor­ry for myself

I used to cry

But now I hold my head up high and you’ll see me

Teach­ing on zoom

But just don’t cough into the mic or every eye will be on you

I can’t hear you, you’re on mute, your camera’s black, are you still there?

We’ve got some glitch­es to work out, but I know my grad­ing scheme is fair

Oh now, go, walk out the door

Try­ing to get this lec­ture done

And I’m already on take four

Now the net­work has gone down, and I’m all out of wine

Do you think I’ll crum­ble

Do you think I’ll lay down and die?

Oh no, not I, I will sur­vive

Oh, as long as I know how to zoom, I know I’ll be alive

My stu­dents still will learn

And my pay­checks I will earn and I’ll sur­vive

I will sur­vive

Hey hey

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Use Your Time in Isolation to Learn Everything You’ve Always Wanted To: Free Online Courses, Audio Books, eBooks, Movies, Coloring Books & More

“I have nev­er let my school­ing inter­fere with my edu­ca­tion.” Mark Twain may or may not have actu­al­ly said that, but either way the sen­ti­ment res­onates — and with a new strength now, since schools have closed all over the world in an attempt to halt the spread of the pan­dem­ic coro­n­avirus. For many, this peri­od of iso­la­tion (self-imposed or oth­er­wise) rep­re­sents an oppor­tu­ni­ty to redis­cov­er the val­ue of edu­ca­tion: not the kind direct­ed by an insti­tu­tion, but the much more valu­able kind that runs on one’s own steam. If you count among that select group of self-edu­ca­tors (or edu­ca­tors of chil­dren whom you can no longer send to school), we here at Open Cul­ture have spent near­ly the past decade and a half amass­ing just the resources you need.

At our selec­tion of more than 1,500 free online cours­es, you can take deep dives into sub­jects from archae­ol­o­gy and archi­tec­ture to law and lit­er­a­ture to physics and psy­chol­o­gy. (We’ve even got cours­es specif­i­cal­ly designed to help you under­stand the coro­n­avirus itself.) If you’ve been mean­ing to catch up on the work of the afore­men­tioned Twain — or that of Dos­to­evsky, Wittgen­stein, Kaf­ka, and Proust, among oth­ers — he appears in our roundup of more than 800 free eBooks.

Should you pre­fer read­ing through ear­phones while exer­cis­ing or clean­ing — espe­cial­ly impor­tant activ­i­ties these days — we can also offer you more than a thou­sand free audio­books, whether you pre­fer Isaac Asi­mov or Jane Austen, Adri­enne Rich or Charles Bukows­ki. (You can also get audio­books from Audi­ble if you sign up for a free 30-day tri­al there.)

While quar­an­tine puts a tem­po­rary stop to many of our usu­al activ­i­ties, it should­n’t get in the way of movie night. Our col­lec­tion of 1,1500 free movies will cov­er all your movie nights through the time of the coro­n­avirus and then some, includ­ing as it does clas­sic films noirs, thriller and hor­ror pic­tures (includ­ing some by no less a sus­pense mas­ter than Alfred Hitch­cock), doc­u­men­taries, and even the fruits of the film indus­tries of coun­tries like Rus­sia and South Korea. And though we can’t get enough cin­e­ma here at Open Cul­ture, it’s hard­ly the only visu­al art form we fea­ture: you might spend some time, for instance, with this col­lec­tion of two mil­lion images from 30 world-class muse­ums. This range of art also appears in free muse­um-pro­duced col­or­ing books geared to all ages.

If you’d like to use your time of “social dis­tance” to devel­op skills oth­er than col­or­ing, we can point you toward resources for learn­ing to cook, to draw (like an archi­tect, like a Japan­ese man­ga­ka, like Lyn­da Bar­ry), to play the gui­tar, and to prac­tice yoga. Bear in mind also the online-edu­ca­tion offer­ings from Mas­ter­class we’ve fea­tured here on Open Cul­ture, from “Mar­garet Atwood Teach­es Cre­ative Writ­ing” to “David Sedaris Teach­es Sto­ry­telling and Humor” to “Wern­er Her­zog Teach­es Film­mak­ing.” (The edu­ca­tion­al offer­ings pro­vid­ed by The Great Cours­es also pro­vide anoth­er good option.) Those aren’t free, but every­thing else in this post is, includ­ing our col­lec­tion of online lan­guage-learn­ing resources. Hav­ing spread through world trav­el, the coro­n­avirus will keep many wary of going abroad in the fore­see­able future. But when the pan­dem­ic ends, you’ll want to be pre­pared to enjoy for­eign lands again. Italy, a coun­try espe­cial­ly hard-hit by the virus, will sure­ly wel­come all the vis­i­tors it can get. Until then, why not get a grasp on its lan­guage — and its cui­sine — with a course like MIT’s “Learn Ital­ian with Your Mouth Full”?

Relat­ed Con­tent:

Free Cours­es on the Coro­n­avirus: What You Need to Know About the Emerg­ing Pan­dem­ic

Cours­era Pro­vid­ing Free Access to Its Course Cat­a­log to Uni­ver­si­ties Impact­ed by COVID-19

Why You Should Read The Plague, the Albert Camus Nov­el the Coro­n­avirus Has Made a Best­seller Again

Quar­an­tined Ital­ians Send a Mes­sage to Them­selves 10 Days Ago: What They Wish They Knew Then

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

Zoom Providing K‑12 Schools Free Access to Videoconferencing Tools During COVID-19 Crisis: They’ll Power Your Online Courses

FYI: Zoom pro­vides a turnkey video con­fer­enc­ing solu­tion that’s high qual­i­ty and easy to use. And now uni­ver­si­ties across the coun­try use Zoom to pow­er their online cours­es. Today, Zoom announced that K‑12 schools can gain free access to Zoom dur­ing the COVID-19 cri­sis. Stu­dents or teach­ers can sign up here.

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. It’s a great way to see our new posts, all bun­dled in one email, each day.

If you would like to sup­port the mis­sion of Open Cul­ture, con­sid­er mak­ing a dona­tion to our site. It’s hard to rely 100% on ads, and your con­tri­bu­tions will help us con­tin­ue pro­vid­ing the best free cul­tur­al and edu­ca­tion­al mate­ri­als to learn­ers every­where. You can con­tribute through Pay­Pal, Patre­on, and Ven­mo (@openculture). Thanks!

via Forbes.

Relat­ed Con­tent:

How Schools Can Start Teach­ing Online in a Short Peri­od of Time: Free Tuto­ri­als from the Stan­ford Online High School

Cours­era Pro­vid­ing Free Access to Its Course Cat­a­log to Uni­ver­si­ties Impact­ed by COVID-19

Free Cours­es on the Coro­n­avirus: What You Need to Know About the Emerg­ing Pan­dem­ic

Bill Gates Describes His Biggest Fear: “I Rate the Chance of a Wide­spread Epi­dem­ic Far Worse Than Ebo­la at Well Over 50 Per­cent” (2015)

 

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Coursera Providing Free Access to Its Course Catalog to Universities Impacted by COVID-19

FYI: If you work in a uni­ver­si­ty impact­ed by COVID-19, Cours­era invites you to lever­age their course cat­a­logue. The com­pa­ny’s CEO writes:

The spread of the coro­n­avirus (COVID-19) is the most seri­ous glob­al health secu­ri­ty threat in decades. In many coun­tries, restric­tions imposed by gov­ern­ment agen­cies have dis­rupt­ed dai­ly rou­tines for mil­lions, includ­ing stu­dents. Many uni­ver­si­ties in the impact­ed regions have sus­pend­ed face-to-face sem­i­nars, closed cam­pus­es, and are scram­bling to find a solu­tion to min­i­mize dis­rup­tion for their stu­dents.

We are for­tu­nate to have uni­ver­si­ty and indus­try part­ners, who have been at the fore­front of respond­ing to the chal­lenges human­i­ty has faced from time to time. Inspired by their sup­port and con­sis­tent with our mis­sion of serv­ing learn­ers every­where, we are launch­ing a glob­al effort to assist uni­ver­si­ties and col­leges seek­ing to offer online course­ware in response to the coro­n­avirus.

Start­ing today, we’ll pro­vide every impact­ed uni­ver­si­ty in the world with free access to our course cat­a­logue through Cours­era for Cam­pus. Uni­ver­si­ties can sign up to pro­vide their enrolled stu­dents with access to more than 3,800 cours­es and 400 Spe­cial­iza­tions from Coursera’s top uni­ver­si­ty and indus­try part­ners. These insti­tu­tions will have access until July 31, 2020, after which we plan to pro­vide month-to-month exten­sions depend­ing on pre­vail­ing risk assess­ments. Stu­dents who enroll on or before July 31 will con­tin­ue to have access until Sept. 30, 2020.

Over the past few weeks, Duke Uni­ver­si­ty has been using Cours­era for Cam­pus to serve impact­ed stu­dents at their Duke Kun­shan cam­pus in Chi­na. This effort has been swift­ly adopt­ed by stu­dents and wide­ly rec­og­nized by the broad­er com­mu­ni­ty. We believe that Cours­era for Cam­pus can be an effec­tive resource to help all high­er edu­ca­tion insti­tu­tions respond to the impact of coro­n­avirus.

As a glob­al com­mu­ni­ty of edu­ca­tors, we are hon­ored to be serv­ing fel­low insti­tu­tions and stu­dent com­mu­ni­ties dur­ing this cri­sis. Over the next few days, we will also hold webi­na­rs and share more resources, includ­ing expe­ri­ences from our part­ner com­mu­ni­ty, to help insti­tu­tions look­ing to tran­si­tion online dur­ing this cri­sis. Stay tuned.

Sign up for Cours­er­a’s Coro­n­avirus pro­gram here.

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. It’s a great way to see our new posts, all bun­dled in one email, each day.

If you would like to sup­port the mis­sion of Open Cul­ture, con­sid­er mak­ing a dona­tion to our site. It’s hard to rely 100% on ads, and your con­tri­bu­tions will help us con­tin­ue pro­vid­ing the best free cul­tur­al and edu­ca­tion­al mate­ri­als to learn­ers every­where. You can con­tribute through Pay­Pal, Patre­on, and Ven­mo (@openculture). Thanks!

How Schools Can Start Teaching Online in a Short Period of Time: Free Tutorials from the Stanford Online High School

Image by King of Hearts, via Wiki­me­dia Com­mons

A quick note: The Stan­ford Online High School–an inde­pen­dent high school that oper­ates ful­ly online–has cre­at­ed video tuto­ri­als designed for schools that may need to close class­rooms and piv­ot online. “All guid­ance is plat­form-agnos­tic, focus­ing on the essen­tial steps for prepar­ing to teach online in a short peri­od of time.”

In addi­tion to this videos, the Online High School will host a free webi­nar today at 2pm Cal­i­for­nia time. You can reg­is­ter here and learn more about the tran­si­tion to online teach­ing.

Note: Zoom–which pro­vides a turnkey video con­fer­enc­ing solu­tion–has made its prod­uct free for K‑12 insti­tu­tions dur­ing the COVID-19 cri­sis. This can help schools spin up online cours­es quick­ly. More on that here.

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. It’s a great way to see our new posts, all bun­dled in one email, each day.

If you would like to sup­port the mis­sion of Open Cul­ture, con­sid­er mak­ing a dona­tion to our site. It’s hard to rely 100% on ads, and your con­tri­bu­tions will help us con­tin­ue pro­vid­ing the best free cul­tur­al and edu­ca­tion­al mate­ri­als to learn­ers every­where. You can con­tribute through Pay­Pal, Patre­on, and Ven­mo (@openculture). Thanks!

 

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