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Thursday, January 12th, 2017

    Time Event
    12:00a
    House rules

    Britain’s dazzling Houses of Parliament building, constructed from 1840 until 1870, is an international icon. But the building’s greatest legacy may be something politicians and tourists don’t think about much: the clean air around it.

    That’s the implication of newly published research by MIT architectural historian Timothy Hyde, who through original archival work has reconstructed a piece of history lost in the haze of time. As his scholarship shows, Parliament’s decades-long reconstruction was so hindered by pollution — the air was eating away at the new stones being laid down — the British government convened scientific inquiries into the effects of the atmosphere on the new building.

    Those inquiries spurred new scientific research about the environment at a time when Victorian England was rapidly industrializing, and represent a first, seminal case of examining our built environment to learn more about the natural environment.

    “The Houses of Parliament project was a catalyst, because of the research that accompanied this building,” Hyde says. “The very specific realization that pollution was corroding the building even as it was being built [formed] a discovery about the environment of the modern city.”

    Hyde has reconstructed this process in an article published in the Journal of Architecture. The paper, “‘London particular’; the city, its atmosphere and the visibility of its objects,” reconstructs the years-long process through which government officials realized Parliament’s new limestone was being quickly degraded by the notorious soot, smoke, and grime that filled London’s air.

    The advances that flowed from this were not just scientific, Hyde says, but more broadly represented a recognition of the linkages between all the elements of urban life.

    “It really did enable a different understanding of the modern city,” says Hyde, who is the Clarence H. Blackall Career Development Associate Professor of Architectural History at MIT. Observers came to recognize cities, he thinks, “not as a collection of individual buildings, but rather as a set of interrelated causes and effects. One building, like a factory, could cause the decay of another building. And the modern city had to be thought of as trying to achieve an equilibrium between its parts.”

    London’s burning

    Britain’s old Parliament complex, a set of buildings dating to medieval times, was engulfed by flames on Oct. 16, 1834, when some wooden tally sticks, used for accounting, caught fire. The overnight blaze destroyed the meeting places of the House of Commons and the House of Lords, among other spaces. The event was witnessed by thousands of spectators, including two of the best-known artists of the era, Joseph Mallord William Turner and John Constable, who later depicted it in their artwork.

    With Parliament subsequently meeting in temporary quarters, the government held a high-profile competition for a new building, won by the architect Charles Barry, who developed the Gothic Revival design so familiar now to Britons and visitors to London.

    “The rebuilding of the Houses of Parliament was the single most important architectural project in the 19th century in Great Britain, and was understood as such by the public and the protagonists,” Hyde notes.

    That’s why, when the new building’s limestone quickly began to decay in the 1840s, the British government formed committees of experts to examine the problem. No other building project, in all likelihood, would have received such attention.

    “The Houses of Parliament project, because of its public nature, enabled this possibility of bringing into public view knowledge about the decaying of buildings,” Hyde says.

    Parliament had already convened the most knowledgeable people it could find to work on the project; the experts who helped select the stone of the building included geologist William Smith, creator of the iconic Geological Map of England and Wales, and Henry de la Beche, director of the Geological Survey of Great Britain. By 1846, de la Beche had submitted a report to Parliament about the general hazards of smoke pollution. In analyzing the problems of the new Parliament building more specifically, the government inquiry drew upon the pathbreaking research of chemist Robert Angus Smith, who had discovered that the air in Manchester was full of sulphuric acid, while air in the country tended to lack it.

    Angus Smith’s work led to the conclusion, by the end of the 1850s, that sulphuric “acid rain,” as it came to be called, was indeed corroding urban buildings. The inclusion of this scientific research in Parliament’s inquiries had significance beyond the completion of the building itself. Looking at the science of stone decay helped call attention to such environmental matters more broadly, and accelerated the process through which science became incorporated into new legal statutes.

    By 1875, for instance, Britain passed a new Public Health Act with articles specifically on smoke prevention, building on the kinds of research highlighted by the Houses of Parliament inquiries.

    Architecture participates in modernity

    To be sure, Hyde notes, such public-health regulations were gaining momentum from a variety of sources, not just the Houses of Parliament’s lengthy rebuilding process.

    “The question of public health would have moved ahead in some channels,” Hyde says. “There were already concerns about the effects of pollution on human bodies.”

    And yet, as Hyde says, the fact that pollution “had effects on buildings was a distinctive question that had consequences.” It also brought into play legal matters of “property and value,” because one building could be damaged by smoke from another one. For this reason as well, pollution problems raised legal questions that could not be ignored — and weren’t, before long. Such statutory laws have been a fundamental part of environmental rules ever since.

    All of which means that Britain’s Houses of Parliament still matter to us, but not just as a seat of power or emblem of design. Indeed, as Hyde notes in the paper, while many scholars have closely scrutinized the aesthetic meaning of the building, what we have largely missed is its environmental and legal importance.

    “Architecture participates in changing the processes of modernity,” concludes Hyde. “It does not just reflect them.”

    11:50a
    Study of MOOCs offers insights into online learner engagement and behavior

    The following is a joint announcement from MIT and Harvard University.

    In 2012, MIT and Harvard University launched open online courses on edX, a non-profit learning platform co-founded by the two institutions. Four years later, what have we learned about these online “classrooms” and the global community of learners who take them?

    Today, a joint research team from MIT and Harvard announced the release of a comprehensive report on learner engagement and behavior in 290 massive open online courses (MOOCs).

    Building on their prior work — 2014 and 2015 benchmark reports describing their first two years of open online courses — the team’s new study reviews four years of data and represents one of the largest surveys of MOOCs to date.

    "Strong collaboration has enabled MIT and Harvard researchers to jointly examine nearly 30 million hours of online learner behavior and the growth of the MOOC space," says study co-author Isaac Chuang, MIT senior associate dean of digital learning and professor of physics and of electrical engineering and computer science. "Our latest report features data from four full years of MITx and HarvardX courses, exploring in-depth information on demographics and behavior of course participants.”

    The report is the latest product stemming from a cross-institutional research effort led by Chuang and study co-author Andrew Ho, chair of the Vice Provost for Advances in Learning (VPAL) Research Committee and professor of education at Harvard.

    “We explored 290 Harvard and MIT online courses, a quarter-million certifications, 4.5 million participants, and 28 million participant-hours,” Ho says.

    “This reporting series continues to provide the benchmark for understanding the MOOC ecosystem created by Harvard and MIT,” says Dustin Tingley, professor of government at Harvard and faculty director of Harvard's Vice Provost for Advances in Learning Research Team.

    Key findings

    HarvardX and MITx: Four Years of Open Online Coursesprovides new insights on learner engagement in MITx and HarvardX courses launched between the summer of 2012 (when both organizations began producing online courses) and the fall of 2016. Key findings include:

    • Cumulative MOOC participation has grown steadily over four years of HarvardX and MITx course production. During these four years, 2.4 million unique users participated in one or more MITx or HarvardX open online courses, and 245,000 learner certificates were issued upon successfully completing a course. On average, 1,554 new, unique participants enrolled per day over four years. A typical MOOC certificate earner spends 29 hours interacting with online courseware.
    • Participants in a MOOC “classroom” are heterogeneous in background and intention. A typical course certifies 500 learners — with 7,900 learners accessing some course content after registering, and around 1,500 choosing to explore half or more of a course’s content. Demographic statistics of note include a median learner age of 29 years old, a two-to-one male-to-female ratio (67 percent male, 33 percent female), and significant participation from learners in other countries (71 percent international, 29 percent from the U.S.).
    • Computer science courses are the “hubs” of the MOOC curricular network. Tracking participants who enroll in multiple courses over time can reveal networks among courses and curricular areas. The new report found HarvardX and MITx computer science courses are the are the largest — compared to science, history, health, and other subjects — and route more participants to other disciplinary areas than they receive.
    • Educators are active MOOC participants. Surveys of learners in HarvardX or MITx courses also helped capture the broadest sense of teacher and instructor identity among MOOC participants. The new study found strong levels of participation from this cohort, with 32 percent of respondents self-identifying as “being” or “having been” a teacher. Of this group, 19 percent said they instructed on the same topic as the online course in which they participated, and 16 percent achieved course certification.

    Collaboration with a purpose

    “Each year, we release a report so that everyone can see the data for themselves,” Ho says. “We hope it helps institutions, faculty, students, and the public learn more about these unprecedented global classrooms.”

    Data appendices and other analyses from the new report are also available.

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