5.310 - 2003春季课程：化学实验
14.471 - 2003秋季课程：公共经济学I
15.414 - 2003夏季课程：财务管理
15.761 - 2002夏季课程：营运管理
15.904 - 2003秋季课程：策略管理 II
17.042 - 2003秋季课程：公民权与多元社会
17.118J – 2002春季课程：女性政治思想
18.238 - 2002秋季课程：几何与量子场理论
18.466 - 2003春季课程：数理统计
21H.131 - 2000秋季课程：核子年代的的美国
21H.206 - 2001秋季课程：美国消费文化
21H.466 - 2002秋季课程：俄帝国与俄国大革命：1800-1917
21H.907 - 2000秋季课程：历史中的审判
21H.931 - 2002春季课程：历史研究方法研讨
21H.952J - 2003秋季课程：自西元1877年以来的美国历史著作
21L.448J - 2003秋季课程：达尔文与设计
21L.701 - 2003秋季课程：文学诠释：诠释诗歌
STS.002 - 2003秋季课程：迈向科学革命
STS.042J - 2002秋季课程：爱因斯坦、欧本海默、费曼：廿世纪的物理学
STS.360 - 2003春季课程：民族志

要了解全部麻省理工开放式课程的完整列表，请造访完整课程列表。请在往后的“麻省理工开放式课程”的电子报中留意新课程的公告。


2. 麻省理工开放式课程的初步评估资料
---------------------------------------------------------------
谁是麻省理工开放式课程的使用者? 从何处来? 如何发现这个计划? 所有的这些问题对于了解麻省理工开放式课程是否实现了她的使命是极为重要的，同时有助于建立一套完整而连续性的回馈程序以确保这个计划随时间改善。

我们的评估计划着重在了解三种使用者的行为：

．使用：谁正在使用麻省理工开放式课程?
．用途：他们如何利用以及是否符合需求?
．冲击：使用后所发生的结果?


我们利用了许多工具来评估成果，包含了量测网站流量的网站分析、电子报的订阅数量(至今有19,600份)与线上抽样调查，在11月6日~19日间许多人可能已经作答了，调查工具(弹出式视窗)对麻省理工开放式课程的使用者以随机取样的方式完成线上调查。这些不同的资料来源提供了丰富的网站使用的统计描绘。在早期发现的有：

．麻省理工开放式课程的网站流量相当大，有一群部份的重覆造访者。从2003年10月1日至2003年11月31日间，网站纪录了728000位使造访者 – 在这期间平均每天有12000位造访者。

．麻省理工开放式课程吸引了国际上的关注，有超过一半的网站流量来自北美以外的地区。45%的造访者来自北美(美国/加拿大)。西欧是第二大流量(19%)以及流量第三位东亚的18%。还有中非、东非与北非(1.6%)以及撒哈拉以南的非洲(0.4%)表示麻省理工开放式课程网站流量的量测比例。

．教师、学生与自学者在浏览网站占了相当的数量，在所有网站的造访者中，主要的是自学者，占了52%。学生有将近31%及教师则超过13%。

．使用者透过各种管道获知麻省理工开放式课程。将近63%的造访者藉由线上或离线媒体的文章得知。媒体报导对网站的活动有极大的影响 –在我们的全球宣传之后，尖峰流量出现一天之中超过60000位造访者。超过25%的使用者回报是藉由朋友、同僚或教师而得知。

．麻省理工开放式课程的使用集中在那些是麻省理工学院中在该领域中被视为领导者的课程上。电机工程与计算机科学系的课程网页吸引了34%的流量在特定的教材上，而这些课程的比例只占全部发布课程数的10%。另外的26%的流量则分布在数学、管理、经济与物理网页，占全部发布课程数的21%。


这些初步的结果将协助我们未来在发表与处理上的成长。在2004年春季，我们将对麻省理工开放式课程网站的评估部份公布更多的结果与深入的资料。


3. 深度探索：课程16.901
---------------------------------------------------------------
每个月，这份电子报将提供订户一份针对特定主题的深度指导。本月，我们将探讨“航空工程的计算机应用方法，这门课程是由麻省理工学院航空宇航工程学系所开设。麻省理工学院David Darmofal教授在他的课程中介绍了在航太工程中所使用的计算机技术。

运用在航太结构、航空动力学、动立学与控制与航太系统的各式应用程式，透过 课程讲稿 所探讨的技术有：常微分方程式系统的数值积分，偏微分方程式的有限差分、有限体积及有限元素离散化，数值线性代数，特征值问题与束制最优化。

除了完整的 36堂pdf格式的课程讲稿 与 作业外，网站上还有各式的研读教材，包含程式码范例与2002年春季的专案。需要使用MATTLAB软件来执行网站上所附的.m 及.mat的文件


4. 一个常见问题
----------------------------------------------------------------
问：为何有特别的PDF文件无法用Acrobat 4.0/Acrobat 5.0 Reader正常地开启?

答：在麻省理工开放式网站所提供的一小部份的PDF文件只和Adobe Acrobat 6.0 Reader相容，如果你要阅读这样的文件，建议你从Adobe 网站的网页 http://www.adobe.com/support/downloads/main.html 下载Acrobat Reader 6.0来阅读。同时我们正在确认这些文件并将其最优化，使其能完全地与Acrobat Reader 4.0, 5.0, and 6.0版相容。当你试着阅读并发现这样的问题时请你通知我们，我们将其修复。在你的通知中，请务必将Adobe Acrobat版本、浏览器种类与版本以及所使用的作业系统加以注明。同时也请你注明课程、段落与PDF文件名称以协助我们找寻与修正。

5.310 - Laboratory Chemistry, Spring 2003
14.471 - Public Economics I, Fall 2003
15.414 - Financial Management, Summer 2003
15.761 - Operations Management, Summer 2002
15.904 - Strategic Management II, Fall 2003
17.042 - Citizenship and Pluralism, Fall 2003
17.118J - Feminist Political Thought, Spring 2002
18.238 - Geometry and Quantum Field Theory, Fall 2002
18.466 - Mathematical Statistics, Spring 2003
21H.131 - America in the Nuclear Age, Fall 2000
21H.206 - American Consumer Culture, Fall 2001
21H.466 - Imperial and Revolutionary Russia: 1800-1917, Fall 2002
21H.907 - Trials in History, Fall 2000
21H.931 - Seminar in Historical Methods, Spring 2002
21H.952J - Readings in American History Since 1877, Fall 2003
21L.448J - Darwin and Design, Fall 2003
21L.701 - Literary Interpretation: Interpreting Poetry, Fall 2003
STS.002 - Toward the Scientific Revolution, Fall 2003
STS.042J: Einstein, Oppenheimer, Feynman: Physics in the 20th Century,
Fall 2002
STS.360 - Ethnography, Spring 2003

For a complete list of all MIT OCW offerings, visit the complete course
list. Look for notice of new courses in subsequent issues of "The MIT
OpenCourseWare Update" email newsletter.


2. Early MIT OCW Evaluation Data
---------------------------------------------------------------
Who are MIT OCW's users? Where do they come from? How do they find out
this project? All of these questions are vital to understanding how well MIT OCW is fulfilling its mission, and are very useful in helping us establish a thorough and continuous feedback process that guarantees the project's improvement over time.

Our evaluation program focuses on understanding specifics in three
areas of user behavior:

． Access: Who is using MIT OCW?
． Use: How are they using it and does it meet their needs?
． Impact: What outcomes result from this use?


We use many tools to evaluate our success, including Web analytics that
measure traffic to the site; data such as the number of subscribers to this email newsletter (19,600 to date); and an online intercept survey which many of you may have answered between the dates of November 6 to 19, when the survey tool invited (via pop-up window) a random sample of MIT OCW visitors to complete an online survey. These various data sources provide a rich statistical picture of site usage. Among our early findings:

． MIT OCW traffic volume is high, and there is a core of repeat
visitors. The site recorded 728,000 visits between October 1, 2003 and
November 31, 2003 - an average of almost 12,000 visits per day for that
period.

． MIT OCW has attracted international attention, with over half the
site traffic coming from outside North America. 45% of visitors to MIT
OCW come from North America (USA/Canada). Western Europe is second most
common point of origin (19%) and East Asia is third with 18%. The
Middle East and North Africa (1.6%) and Sub-Saharan Africa (0.4%)
represent measurable portions of MIT OCW's traffic.

． Educators, students and self-learners access the site extensively.
Numerically, self-learners predominate, representing almost 52% of
visitors. Students represent approximately 31% of visitors, and
educators represent over 13% of total visitors to the MIT OCW site.

． User awareness of MIT OCW comes via a range of channels. Almost 63%
of visitors became aware of MIT OCW via online or offline media
articles. Site activity is heavily impacted by media coverage - a peak
of usage following our October 2003 global publicity efforts was in
excess of 60,000 visits in one day. Over 25% of users report that they
became aware of MIT OCW through a colleague, peer, or teacher.

． MIT OCW use is centered on subjects for which MIT is a recognized
field leader. Electrical Engineering and Computer Science course sites
attract 34% of traffic for users who accessed specific course materials
on MIT OCW, while only accounting for 10% of the total courses
published. Mathematics, Management, Economics and Physics sites account
for an additional 26% while representing 21% of courses published.


These early findings will help us evolve our publication and processes going forward. We will be publishing more findings and in-depth data in the Evaluation section of the MIT OCW Web site in Spring 2004.


3. Digging Deeper: Course 16.901
---------------------------------------------------------------
Each month, this newsletter offers subscribers an in-depth guide to one
particular subject. This month, we delve into "Course 16.901: Computational Methods in Aerospace Engineering," a course from MIT's Department of Aeronautics and Astronautics. In his course, MIT Professor David Darmofal offers an introduction to computational techniques arising in aerospace engineering.

Applications are drawn from aerospace structures, aerodynamics, dynamics and control, and aerospace systems. Techniques explored through the Lecture Notes include: numerical integration of systems of ordinary differential equations; finite-difference, finite-volume, and finite-element discretization of partial differential equations; numerical linear algebra; eigenvalue problems; and optimization with
constraints.

In addition to the complete set of 36 Lecture Notes in PDF format and Assignments, this site includes a variety of Study Materials, including coded examples and projects from Spring 2002. MATLAB® software is required to run the .m and .mat files found on this course site.


4. A Frequently Asked Question
----------------------------------------------------------------
QUESTION: Why does a particular PDF not open correctly in my Acrobat
4.0/Acrobat 5.0 Reader?

ANSWER: A small percentage of the PDF documents offered on the MIT OCW
Web site are compatible only with Adobe Acrobat 6.0 Reader. If you would like to view such a file, we recommend downloading the Acrobat Reader 6.0 from the Adobe Web site at http://www.adobe.com/support/downloads/main.html. Meanwhile, we are currently working to identify these files and optimize them to fully function with Acrobat Reader versions 4.0, 5.0, and 6.0. Please contact
us if should you notice a file that has this issue when attempting to view and we will work to fix it. In your message, be sure to include your version number of Adobe Acrobat, your browser type and version as well as what operating system you are using. Also, if you would identify the course, section and name of the PDF that would assist us in locating and correcting it.