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"disqusTitle": "How to Judge if Research is Trustworthy",
"title": "How to Judge if Research is Trustworthy",
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"content": "\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>\u003cstrong>[UPDATE Feb. 3, 2012: Please see additional clarification from both of the researchers of the studies cited in this article below.]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Scientists are notorious for questioning the veracity of publicized research -- and with good reason. They want to know: Who conducted the research? Where was it published? What were the survey questions?\u003c/p>\n\u003cp>It's that much more important when it comes to evaluating research in education that will affect the investment decisions of teachers, parents, and administrators.\u003c/p>\n\u003cp>Case in point: does the iPad boost student learning? Is it a solid educational tool, as the \u003ca href=\"http://www.wired.com/gadgetlab/2012/01/ipad-educational-aid-study/\">headline from a recent article in Wired magazine\u003c/a> says, maintaining that the devices are improving student engagement and assessment.\u003c/p>\n\u003cp>The article draws on two recent studies conducted on iPad apps: one on Houghton Mifflin Harcourt's Fuse Algebra I app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">here\u003c/a>) and one on Motion Math's fraction app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/proof-in-study-math-app-improves-test-scores-and-engagement/\">here\u003c/a>). Both of these studies tout positive results for the apps in question: In the case of the former, state standardized test scores jumped by 20%; in the case of the latter, students' scores improved an average of 15%.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Both studies were commissioned by the companies in question; Motion Math hired an independent researcher and Houghton used both the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a> and its own staff to \u003c!--more-->review the data. Neither have appeared in a peer-reviewed, scientific journal, although the Motion Math study is being submitted to one. That doesn't mean that the findings are necessarily invalid, but it does mean it's particularly important to take a close look at the research design and the conclusions they make.\u003c/p>\n\u003cp>For example, the HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/p>\n\u003cp>John Sipe, senior vice president at Houghton Mifflin Harcourt, acknowledged there's more work to be done in assessing the results. \"It causes us to want to look more and look further,\" he said. \"This is not a gold standard, this is simply a case study.\"\u003c/p>\n\u003cp>I spoke with Dr. Alicia Chang, the Director of Science and Learning at the education gaming startup \u003ca href=\"http://airylabs.com\">Airy Labs\u003c/a>, about how non-scientists in particular (in other words, the general public) can evaluate research. Chang has a PhD in cognitive psychology from UCLA and has held post-doc research positions at the University of Delaware's School of Education and at the University of Pittsburgh's Learning Research and Development Center. As such, she has designed and implemented a number of research studies about learning, cognition, and developmental psychology.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Q. What are some of the things we should look for in terms of research design?\u003c/strong>\u003c/em>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang:\u003c/strong> First, a \"controlled experiment\" should actually be an experiment. Some critical features include: random selection of participants (typically conducted at a university -- studies done comparing classrooms or pre-existing groups are automatically not true experiments, but rather \"quasi-experiments.\" In a true experiment, the experimenter manipulates the independent variables -- so you'd have to randomly assign kids to teachers/classrooms if you wanted a real experiment comparing classrooms, but obviously that would be really hard to do in reality.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Second, look for whether or not it's peer-reviewed. White papers are self-published (and funded!) by companies for marketing purposes, so they can basically say whatever they want. Scholarly articles published in journals go through rigorous peer reviews by experts in the field so they can be considered more or less objective, and not for financial gain. Peer review does not help the cause of for-profit companies because the cycles can take months or years to complete, so by the time your paper gets published, your product cycle is long over. (I'm hoping that in the future maybe startups/companies can work collaboratively with researchers in order to improve this -- I've tossed around the idea of establishing lab sites at universities and/or having a scientific advisory board, for example. I think data will be really important in the near future, and people will want to see measurable learning gains supported by solid evidence, or at least here's to hoping!)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Third, no financial conflict of interest. This preserves integrity/objectivity of the results.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the things we should look look for in terms of conclusions/analysis?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: When I was teaching research methods, one of my pet peeves was the use of the word \"proof\" in science. One thing to keep in mind is that real science is always tentative and changing, so if a marketing message indicates \"proven\" results, whoever wrote that tagline probably does not have a real science background.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the \"warning signs\" that research (or conclusions) may be flawed?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>C\u003c/strong>\u003cstrong>hang\u003c/strong>: First, a very limited sample size without random assignment. For example, in the studies that were cited above, these were existing classrooms with different teachers.\u003cbr>\nSecond, correlational analyses claiming causal relationships. This is one of the first things you learn in statistics. Just because two things co-occur, you can't conclude that one thing causes the other. In mainstream media, you'll often see grand conclusions like \"eating fried food doesn't cause heart disease!\" but they didn't actually only feed one group of people fried food and do a longitudinal study comparing them to a group that ate zero fried food. There is no way to tell a direct causal relationship there. This happens a lot with brain research, but most people are unaware that you can't conclude causality with a lot of human neuroscience.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. For folks that aren't familiar with statistics, how can we better understand if the results are actually \"statistically significant\"?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In the HMH study, for example, they don't actually do any stats and only report percentages. This can be misleading because it might look like a big difference (e.g. 78% vs. 49%) but without any real analyses you don't know if it's \"meaningful,\" because the scores might appear different due to various reasons (perhaps one group had a distribution where half the kids did really well and half the kids didn't and it just drove up the means). But in the HMH case they didn't even show actual understanding of algebraic concepts, just the overall percentage of kids that tested proficient on the state standards, which is a completely different and tangential measure.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. When can we generalize research beyond the study group?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In a peer-reviewed study published in a scholarly journal, you can usually assume a level of integrity. Respectable journals will not allow critical design flaws to get through. You can also look at effect sizes and the way they selected their subjects. If they seem to be reasonable (a lot of studies use college undergrads as their sample, which isn't entirely generalizable to the whole population, but generalizable to -- let's say -- middle class, well-educated people), they are probably more or less generalizable.\u003c/p>\n\u003cp style=\"text-align: left\">[\u003cstrong>EDITOR'S NOTE, Feb. 3, 2012: We have heard from both Professor Michelle Riconscente, from the University of Southern California, who conducted the Motion Math study referenced in the article, and Denis Newman, CEO of Empirical Education, which conducted its own study of the Houghton Mifflin Hartcourt algebra iPad app separate from the one cited in the article. Both of these notes add useful additional context and points to ponder to this piece. I encourage you to read the letters below.\u003cbr>\n\u003c/strong> \u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>From Michelle Riconscente:\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">I am an advocate for highly rigorous research methods and the author of the Motion Math efficacy study. As such, I was both pleased to see MindShift raise awareness about the trustworthiness of research, and disappointed to see that, by engaging only one source (who is in competition with both companies mentioned), the article fell short of its goal to offer readers a balanced perspective on this important issue. Moreover, the article incorrectly implied that the Motion Math study shares the limits of the Houghton Mifflin Harcourt study. The two studies differ dramatically in their research designs.\u003c/p>\n\u003cp style=\"text-align: left\">Like much of the education research published in peer-reviewed journals, the Motion Math study used a controlled experimental design with random assignment by class to test the effectiveness of an individual-level (not class-level) intervention. Additionally, the Motion Math study applied an \"extra\" experimental feature called a \"crossover design\" which helped ensure that the increases in math scores were truly attributable to the app and not to something else, such as their teachers, or previous math instruction.\u003c/p>\n\u003cp style=\"text-align: left\">Though Dr. Chang offered some good advice to readers, she inaccurately indicated that the Motion Math study only compared classes taught by different teachers. She also states that white papers \"can basically say whatever they want.\" All the more reason why the criteria for judging their validity must be the quality and transparency of their rationale, methods, results, and interpretations. Those who read the Motion Math study will find that it fully meets these standards for rigorous and trustworthy research.\u003c/p>\n\u003cp>Prof. Michelle Riconscente\u003cbr>\nUniversity of Southern California\u003cbr>\nriconsce@usc.edu\u003c/p>\n\u003cp>-------\u003c/p>\n\u003cp>\u003cem>From Denis Newman:\u003c/em>\u003c/p>\n\u003cp>It’s great to see evidence-based discussions of how the iPad might be beneficial for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">January 23 entry)\u003c/a>. It is particularly exciting to see school systems like Riverside USD taking a look at their own data as a way to support their local decisions about what’s working.\u003c/p>\n\u003cp>Unfortunately, the article unintentionally led to a confusion about which results were based on the study that my company, \u003ca href=\"http://www.empiricaleducation.com\">Empirical Education\u003c/a> Inc., conducted and which were based on Riverside’s own data analysis. Riverside was one of four districts participating in our study, which was commissioned by Houghton Mifflin Harcourt (HMH) to study the effectiveness of their iPad app for eighth grade algebra. The comprehensive report on this study is being reviewed by HMH, and at this point, none of the findings have been released. This study was indeed a “randomized control trial.” Each participating teacher taught one randomly selected section of Algebra I using the iPad app, and their other sections continued with the conventional textbook. Riverside provided Empirical Education with data for the two teachers (and their nine sections) who had volunteered in their district. Unlike the other 3 districts, Riverside took a further step and ran the numbers themselves. That data analysis is where the “Figure 1” in your recent post originated. We applaud the district for taking a look at their own data, but we need to clarify that this doesn’t necessarily represent the overall results once they include the other districts participating in the study (we haven’t yet released the results!)\u003c/p>\n\u003cp>The confusion increased \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">with this post\u003c/a> that criticized Empirical Education’s work as follows.\u003c/p>\n\u003cp>\u003cem>\"The HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/em>\"\u003c/p>\n\u003cp>The study, that is, HMH’s study as opposed to Riverside’s, was conducted the same way in the four districts. And we certainly used appropriate statistical methods. But, interestingly, if she is referring to the Riverside report, they had a (very small) randomized experiment—randomization was “within teacher.” We agree that, while the raw results from Riverside look promising, statistical analysis is important. Probably, the major caution that your readers should consider is that we can’t generalize the results of Riverside’s mini-experiment to other teachers who may have less experience with or enthusiasm for new technology. Each district that pilots a new program like this should check its own results.\u003c/p>\n\u003cp>A final note on the Watters article concerns her interview of Dr. Alicia Chang, who makes some errors in her advice to your readers about how to evaluate research. I base these comments on Empirical Education’s experience working with the US Department of Education, school systems, and other educational publishers (e.g., see the \u003ca href=\"http://empiricaleducation.com/news2012.php#dec_05_11\">Guidelines\u003c/a> we authored that were published by the software industry’s trade association). First, she states that “studies done comparing classrooms or pre-existing groups are automatically not true experiments,” which is incorrect. Most field experiments in education randomize clusters of students: commonly classes, teachers, grade-level teams, or schools.\u003c/p>\n\u003cp>Second, she is asked how we can generalize the results of a study, but doesn’t directly answer that question. Instead she mentions design flaws and how they may be caught by reviewers. But a flawlessly designed study may still have a very narrow range of generalization. For example, our study of the iPad app, although well designed, cannot be taken to apply to all math software. This is a very important caution—a flawless experiment conducted in one district may be irrelevant to decisions in a different district. This goes back to our appreciation of Riverside’s examination of their own results. Their study may have been flawed, but it provided them with a snapshot specific to their own school district. The timely examination of their results may have informed their decisions without having to wait for the official results—which may be less relevant to their local conditions—to finally be released.\u003c/p>\n\u003cp>Denis Newman, Ph.D.\u003cbr>\nCEO Empirical Education Inc.\u003cbr>\ndnewman@empiricaleducation.com\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">\n\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>\u003cstrong>[UPDATE Feb. 3, 2012: Please see additional clarification from both of the researchers of the studies cited in this article below.]\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Scientists are notorious for questioning the veracity of publicized research -- and with good reason. They want to know: Who conducted the research? Where was it published? What were the survey questions?\u003c/p>\n\u003cp>It's that much more important when it comes to evaluating research in education that will affect the investment decisions of teachers, parents, and administrators.\u003c/p>\n\u003cp>Case in point: does the iPad boost student learning? Is it a solid educational tool, as the \u003ca href=\"http://www.wired.com/gadgetlab/2012/01/ipad-educational-aid-study/\">headline from a recent article in Wired magazine\u003c/a> says, maintaining that the devices are improving student engagement and assessment.\u003c/p>\n\u003cp>The article draws on two recent studies conducted on iPad apps: one on Houghton Mifflin Harcourt's Fuse Algebra I app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">here\u003c/a>) and one on Motion Math's fraction app (see MindShift's coverage \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/proof-in-study-math-app-improves-test-scores-and-engagement/\">here\u003c/a>). Both of these studies tout positive results for the apps in question: In the case of the former, state standardized test scores jumped by 20%; in the case of the latter, students' scores improved an average of 15%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Both studies were commissioned by the companies in question; Motion Math hired an independent researcher and Houghton used both the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a> and its own staff to \u003c!--more-->review the data. Neither have appeared in a peer-reviewed, scientific journal, although the Motion Math study is being submitted to one. That doesn't mean that the findings are necessarily invalid, but it does mean it's particularly important to take a close look at the research design and the conclusions they make.\u003c/p>\n\u003cp>For example, the HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/p>\n\u003cp>John Sipe, senior vice president at Houghton Mifflin Harcourt, acknowledged there's more work to be done in assessing the results. \"It causes us to want to look more and look further,\" he said. \"This is not a gold standard, this is simply a case study.\"\u003c/p>\n\u003cp>I spoke with Dr. Alicia Chang, the Director of Science and Learning at the education gaming startup \u003ca href=\"http://airylabs.com\">Airy Labs\u003c/a>, about how non-scientists in particular (in other words, the general public) can evaluate research. Chang has a PhD in cognitive psychology from UCLA and has held post-doc research positions at the University of Delaware's School of Education and at the University of Pittsburgh's Learning Research and Development Center. As such, she has designed and implemented a number of research studies about learning, cognition, and developmental psychology.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Q. What are some of the things we should look for in terms of research design?\u003c/strong>\u003c/em>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang:\u003c/strong> First, a \"controlled experiment\" should actually be an experiment. Some critical features include: random selection of participants (typically conducted at a university -- studies done comparing classrooms or pre-existing groups are automatically not true experiments, but rather \"quasi-experiments.\" In a true experiment, the experimenter manipulates the independent variables -- so you'd have to randomly assign kids to teachers/classrooms if you wanted a real experiment comparing classrooms, but obviously that would be really hard to do in reality.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Second, look for whether or not it's peer-reviewed. White papers are self-published (and funded!) by companies for marketing purposes, so they can basically say whatever they want. Scholarly articles published in journals go through rigorous peer reviews by experts in the field so they can be considered more or less objective, and not for financial gain. Peer review does not help the cause of for-profit companies because the cycles can take months or years to complete, so by the time your paper gets published, your product cycle is long over. (I'm hoping that in the future maybe startups/companies can work collaboratively with researchers in order to improve this -- I've tossed around the idea of establishing lab sites at universities and/or having a scientific advisory board, for example. I think data will be really important in the near future, and people will want to see measurable learning gains supported by solid evidence, or at least here's to hoping!)\u003c/p>\n\u003cp style=\"padding-left: 30px\">Third, no financial conflict of interest. This preserves integrity/objectivity of the results.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the things we should look look for in terms of conclusions/analysis?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: When I was teaching research methods, one of my pet peeves was the use of the word \"proof\" in science. One thing to keep in mind is that real science is always tentative and changing, so if a marketing message indicates \"proven\" results, whoever wrote that tagline probably does not have a real science background.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. What are some of the \"warning signs\" that research (or conclusions) may be flawed?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>C\u003c/strong>\u003cstrong>hang\u003c/strong>: First, a very limited sample size without random assignment. For example, in the studies that were cited above, these were existing classrooms with different teachers.\u003cbr>\nSecond, correlational analyses claiming causal relationships. This is one of the first things you learn in statistics. Just because two things co-occur, you can't conclude that one thing causes the other. In mainstream media, you'll often see grand conclusions like \"eating fried food doesn't cause heart disease!\" but they didn't actually only feed one group of people fried food and do a longitudinal study comparing them to a group that ate zero fried food. There is no way to tell a direct causal relationship there. This happens a lot with brain research, but most people are unaware that you can't conclude causality with a lot of human neuroscience.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. For folks that aren't familiar with statistics, how can we better understand if the results are actually \"statistically significant\"?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In the HMH study, for example, they don't actually do any stats and only report percentages. This can be misleading because it might look like a big difference (e.g. 78% vs. 49%) but without any real analyses you don't know if it's \"meaningful,\" because the scores might appear different due to various reasons (perhaps one group had a distribution where half the kids did really well and half the kids didn't and it just drove up the means). But in the HMH case they didn't even show actual understanding of algebraic concepts, just the overall percentage of kids that tested proficient on the state standards, which is a completely different and tangential measure.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003cem>Q. When can we generalize research beyond the study group?\u003c/em>\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>Chang\u003c/strong>: In a peer-reviewed study published in a scholarly journal, you can usually assume a level of integrity. Respectable journals will not allow critical design flaws to get through. You can also look at effect sizes and the way they selected their subjects. If they seem to be reasonable (a lot of studies use college undergrads as their sample, which isn't entirely generalizable to the whole population, but generalizable to -- let's say -- middle class, well-educated people), they are probably more or less generalizable.\u003c/p>\n\u003cp style=\"text-align: left\">[\u003cstrong>EDITOR'S NOTE, Feb. 3, 2012: We have heard from both Professor Michelle Riconscente, from the University of Southern California, who conducted the Motion Math study referenced in the article, and Denis Newman, CEO of Empirical Education, which conducted its own study of the Houghton Mifflin Hartcourt algebra iPad app separate from the one cited in the article. Both of these notes add useful additional context and points to ponder to this piece. I encourage you to read the letters below.\u003cbr>\n\u003c/strong> \u003cem>\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">\u003cem>From Michelle Riconscente:\u003c/em>\u003c/p>\n\u003cp style=\"text-align: left\">I am an advocate for highly rigorous research methods and the author of the Motion Math efficacy study. As such, I was both pleased to see MindShift raise awareness about the trustworthiness of research, and disappointed to see that, by engaging only one source (who is in competition with both companies mentioned), the article fell short of its goal to offer readers a balanced perspective on this important issue. Moreover, the article incorrectly implied that the Motion Math study shares the limits of the Houghton Mifflin Harcourt study. The two studies differ dramatically in their research designs.\u003c/p>\n\u003cp style=\"text-align: left\">Like much of the education research published in peer-reviewed journals, the Motion Math study used a controlled experimental design with random assignment by class to test the effectiveness of an individual-level (not class-level) intervention. Additionally, the Motion Math study applied an \"extra\" experimental feature called a \"crossover design\" which helped ensure that the increases in math scores were truly attributable to the app and not to something else, such as their teachers, or previous math instruction.\u003c/p>\n\u003cp style=\"text-align: left\">Though Dr. Chang offered some good advice to readers, she inaccurately indicated that the Motion Math study only compared classes taught by different teachers. She also states that white papers \"can basically say whatever they want.\" All the more reason why the criteria for judging their validity must be the quality and transparency of their rationale, methods, results, and interpretations. Those who read the Motion Math study will find that it fully meets these standards for rigorous and trustworthy research.\u003c/p>\n\u003cp>Prof. Michelle Riconscente\u003cbr>\nUniversity of Southern California\u003cbr>\nriconsce@usc.edu\u003c/p>\n\u003cp>-------\u003c/p>\n\u003cp>\u003cem>From Denis Newman:\u003c/em>\u003c/p>\n\u003cp>It’s great to see evidence-based discussions of how the iPad might be beneficial for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/\">January 23 entry)\u003c/a>. It is particularly exciting to see school systems like Riverside USD taking a look at their own data as a way to support their local decisions about what’s working.\u003c/p>\n\u003cp>Unfortunately, the article unintentionally led to a confusion about which results were based on the study that my company, \u003ca href=\"http://www.empiricaleducation.com\">Empirical Education\u003c/a> Inc., conducted and which were based on Riverside’s own data analysis. Riverside was one of four districts participating in our study, which was commissioned by Houghton Mifflin Harcourt (HMH) to study the effectiveness of their iPad app for eighth grade algebra. The comprehensive report on this study is being reviewed by HMH, and at this point, none of the findings have been released. This study was indeed a “randomized control trial.” Each participating teacher taught one randomly selected section of Algebra I using the iPad app, and their other sections continued with the conventional textbook. Riverside provided Empirical Education with data for the two teachers (and their nine sections) who had volunteered in their district. Unlike the other 3 districts, Riverside took a further step and ran the numbers themselves. That data analysis is where the “Figure 1” in your recent post originated. We applaud the district for taking a look at their own data, but we need to clarify that this doesn’t necessarily represent the overall results once they include the other districts participating in the study (we haven’t yet released the results!)\u003c/p>\n\u003cp>The confusion increased \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">with this post\u003c/a> that criticized Empirical Education’s work as follows.\u003c/p>\n\u003cp>\u003cem>\"The HMH study was not a randomized, controlled experiment, and relied on self-reports by the two teachers who took part in the study. There was no statistical analysis, and no indication of the extent of the spread in the scores. And though the company surveyed four school districts, the only results released came from one school in Riverside County because each district carried out the study in different ways.\u003c/em>\"\u003c/p>\n\u003cp>The study, that is, HMH’s study as opposed to Riverside’s, was conducted the same way in the four districts. And we certainly used appropriate statistical methods. But, interestingly, if she is referring to the Riverside report, they had a (very small) randomized experiment—randomization was “within teacher.” We agree that, while the raw results from Riverside look promising, statistical analysis is important. Probably, the major caution that your readers should consider is that we can’t generalize the results of Riverside’s mini-experiment to other teachers who may have less experience with or enthusiasm for new technology. Each district that pilots a new program like this should check its own results.\u003c/p>\n\u003cp>A final note on the Watters article concerns her interview of Dr. Alicia Chang, who makes some errors in her advice to your readers about how to evaluate research. I base these comments on Empirical Education’s experience working with the US Department of Education, school systems, and other educational publishers (e.g., see the \u003ca href=\"http://empiricaleducation.com/news2012.php#dec_05_11\">Guidelines\u003c/a> we authored that were published by the software industry’s trade association). First, she states that “studies done comparing classrooms or pre-existing groups are automatically not true experiments,” which is incorrect. Most field experiments in education randomize clusters of students: commonly classes, teachers, grade-level teams, or schools.\u003c/p>\n\u003cp>Second, she is asked how we can generalize the results of a study, but doesn’t directly answer that question. Instead she mentions design flaws and how they may be caught by reviewers. But a flawlessly designed study may still have a very narrow range of generalization. For example, our study of the iPad app, although well designed, cannot be taken to apply to all math software. This is a very important caution—a flawless experiment conducted in one district may be irrelevant to decisions in a different district. This goes back to our appreciation of Riverside’s examination of their own results. Their study may have been flawed, but it provided them with a snapshot specific to their own school district. The timely examination of their results may have informed their decisions without having to wait for the official results—which may be less relevant to their local conditions—to finally be released.\u003c/p>\n\u003cp>Denis Newman, Ph.D.\u003cbr>\nCEO Empirical Education Inc.\u003cbr>\ndnewman@empiricaleducation.com\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Watch Out, Facebook: A New Social Network Targets Alumni",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>There has been a lot of excitement about bringing social networking tools into the classroom in recent years. These technologies have been touted as ways to encourage students to collaborate and communicate -- both with teachers and with one another. It's a way for students who might feel \u003ca href=\"http://www.nytimes.com/2011/05/13/education/13social.html\">too shy\u003c/a> to speak up in class to actually get to fully participate in class discussions. These tools also offer an important way to bridge school and home, particularly if students (and in some cases, their parents) can log in at any time to monitor school activities.\u003c/p>\n\u003cp>But is there a way to take what we've seen with educational social networking and extend that community into a life-long relationship with a school? That's the hope, in part, of a new education startup called \u003ca href=\"http://alumn.us\">Alumn.us\u003c/a> that is tackling an important, but largely unrecognized problem faced by many schools: there is no alumni network. There is no connection to a school once you've graduated.\u003c/p>\n\u003cp>Sure, you might be able to find the folks you went to school with on Facebook now. Indeed, there have been \u003ca href=\"http://www.time.com/time/nation/article/0,8599,1904565,00.html\">suggestions\u003c/a> that Facebook will soon replace the traditional ways by which we connect with the people we went to school and graduate with.\u003c/p>\n\u003cp>But those Facebook connections -- as interesting as though they might be -- really do not fulfill the same sort of role of an alumni network. Connecting alumni from the same graduating class is only \u003c!--more-->part of the picture; connecting alumni with other alumni and with students currently enrolled is still important.\u003c/p>\n\u003cp>Also important: getting alumni to donate back to their school. This is something that universities have long excelled at doing. People do tend to donate money back to their \"alma mater.\" But \"alma mater\" means \"university.\" Not \"high school.\" And certainly not \"elementary school.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While public schools might not have a strong alumni network, private schools certainly do. Indeed the endowments from alumni at private K-12 schools are \u003ca href=\"http://www.nytimes.com/2008/01/26/business/26prep.html\">substantial\u003c/a>, if not mind-boggling. These donations fund \"wonderful touches: computers in the classroom, trips, enriched curriculum,\" noted a \u003ca href=\"http://www.nytimes.com/2008/01/26/business/26prep.html\">New York Times\u003c/a> story on private schools' alumni funding.\u003c/p>\n\u003cp>Alumn.us wants to be able to develop just this sort of network for the public school system, as well as for the community college level -- both of which have failed to ever develop a strong network that keeps alumni interested in what happens at their schools. It's less about connecting alumni with their fellow graduates (indeed, Facebook does seem to have won that game) than it is connecting alumni back with their schools -- in terms of fundraising and in terms of mentorship.\u003c/p>\n\u003cp>It's a tough sell however, as many of us who attended public high schools might not be as inclined to contribute financially to those institutions (a very different attitude than alumni from private schools who do so regularly). Alumn.us co-founder Kevin Adler is working to address some of those obstacles as he designs the framework for his startup. Part of it means \"priming the pump\" for donations -- conjuring the good memories about high school, for example, rather than focusing on the bad.\u003c/p>\n\u003cp>Alumn.us won the most recent \u003ca href=\"http://edu.startupweekend.org\">Startup Weekend EDU\u003c/a> in San Francisco (back in \u003ca href=\"http://www.hackeducation.com/2011/10/16/startup-weekend-edu-returns-to-san-francisco/\">October\u003c/a>) and since then the startup has continued its work, piloting its platform that includes ways to connect alumni to students as well as ways to help schools raise money. The startup is working with a number of schools to help design and build out its platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Whether or not Alumn.us can \"nail\" the problem of keeping alumni interested and committed to their schools, the startup does highlight that very important question: how do we take what we've learned from social networking -- the way in which it has fostered a relationship between school and home -- and make that last for a lifetime? How do we put students in contact with alumni and how do we encourage alumni to help support students at their alma mater?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>There has been a lot of excitement about bringing social networking tools into the classroom in recent years. These technologies have been touted as ways to encourage students to collaborate and communicate -- both with teachers and with one another. It's a way for students who might feel \u003ca href=\"http://www.nytimes.com/2011/05/13/education/13social.html\">too shy\u003c/a> to speak up in class to actually get to fully participate in class discussions. These tools also offer an important way to bridge school and home, particularly if students (and in some cases, their parents) can log in at any time to monitor school activities.\u003c/p>\n\u003cp>But is there a way to take what we've seen with educational social networking and extend that community into a life-long relationship with a school? That's the hope, in part, of a new education startup called \u003ca href=\"http://alumn.us\">Alumn.us\u003c/a> that is tackling an important, but largely unrecognized problem faced by many schools: there is no alumni network. There is no connection to a school once you've graduated.\u003c/p>\n\u003cp>Sure, you might be able to find the folks you went to school with on Facebook now. Indeed, there have been \u003ca href=\"http://www.time.com/time/nation/article/0,8599,1904565,00.html\">suggestions\u003c/a> that Facebook will soon replace the traditional ways by which we connect with the people we went to school and graduate with.\u003c/p>\n\u003cp>But those Facebook connections -- as interesting as though they might be -- really do not fulfill the same sort of role of an alumni network. Connecting alumni from the same graduating class is only \u003c!--more-->part of the picture; connecting alumni with other alumni and with students currently enrolled is still important.\u003c/p>\n\u003cp>Also important: getting alumni to donate back to their school. This is something that universities have long excelled at doing. People do tend to donate money back to their \"alma mater.\" But \"alma mater\" means \"university.\" Not \"high school.\" And certainly not \"elementary school.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While public schools might not have a strong alumni network, private schools certainly do. Indeed the endowments from alumni at private K-12 schools are \u003ca href=\"http://www.nytimes.com/2008/01/26/business/26prep.html\">substantial\u003c/a>, if not mind-boggling. These donations fund \"wonderful touches: computers in the classroom, trips, enriched curriculum,\" noted a \u003ca href=\"http://www.nytimes.com/2008/01/26/business/26prep.html\">New York Times\u003c/a> story on private schools' alumni funding.\u003c/p>\n\u003cp>Alumn.us wants to be able to develop just this sort of network for the public school system, as well as for the community college level -- both of which have failed to ever develop a strong network that keeps alumni interested in what happens at their schools. It's less about connecting alumni with their fellow graduates (indeed, Facebook does seem to have won that game) than it is connecting alumni back with their schools -- in terms of fundraising and in terms of mentorship.\u003c/p>\n\u003cp>It's a tough sell however, as many of us who attended public high schools might not be as inclined to contribute financially to those institutions (a very different attitude than alumni from private schools who do so regularly). Alumn.us co-founder Kevin Adler is working to address some of those obstacles as he designs the framework for his startup. Part of it means \"priming the pump\" for donations -- conjuring the good memories about high school, for example, rather than focusing on the bad.\u003c/p>\n\u003cp>Alumn.us won the most recent \u003ca href=\"http://edu.startupweekend.org\">Startup Weekend EDU\u003c/a> in San Francisco (back in \u003ca href=\"http://www.hackeducation.com/2011/10/16/startup-weekend-edu-returns-to-san-francisco/\">October\u003c/a>) and since then the startup has continued its work, piloting its platform that includes ways to connect alumni to students as well as ways to help schools raise money. The startup is working with a number of schools to help design and build out its platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Whether or not Alumn.us can \"nail\" the problem of keeping alumni interested and committed to their schools, the startup does highlight that very important question: how do we take what we've learned from social networking -- the way in which it has fostered a relationship between school and home -- and make that last for a lifetime? How do we put students in contact with alumni and how do we encourage alumni to help support students at their alma mater?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Did Apple Just Reinvent the Textbook?",
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"content": "\u003cfigure id=\"attachment_4304\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/1375685165_0026af5223_z/\" rel=\"attachment wp-att-4304\">\u003cimg class=\"size-medium wp-image-4304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/1375685165_0026af5223_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There's been speculation for months now -- at least since the release of the \u003ca href=\"http://www.librarything.com/work/11434526/editions/\">Steve Jobs biography\u003c/a> -- about Apple's plans to take on the textbook publishing industry. And today at the Guggenheim Museum in New York, we finally got a glimpse of what the company has been planning since long before the death of its co-founder.\u003c/p>\n\u003cp>As Apple's Phil Schiller noted in his opening remarks today, \"Education is deep in our DNA… and has been since the very beginning.\" And while that may be true, it was one of the company's most recent inventions -- the iPad -- that took center stage today as the ideal learning device, with Apple touting kids' (of all ages) love and desire for the tablets.\u003c/p>\n\u003cp>Apple boasted the adoption that iPads have already seen -- some 1.5 million iPads already in use at educational institutions, with over 1000 schools having 1:1 iPad programs. Apple also noted the rich app ecosystem that's been built around the iPad as a learning device -- over 20,000 educational apps made specifically for the device.\u003c/p>\n\u003cp>While the mantra throughout the event was \"iPad, iPad, iPad,\" the focus of much of today's event was on textbooks -- digital textbooks -- and Apple's insistence that these are \"not always the ideal learning tool.\" Apple unveiled several new tools that it argued would move the \"great content\" found in textbooks into a new, interactive, durable, portable format -- in other words, move the textbooks onto the iPad.\u003c/p>\n\u003cp>\u003cstrong>Reading\u003c/strong>: Apple introduced iBooks2, an update to its iOS e-book app (which sadly still isn't accessible on Macs, let alone on Windows machines) that offers a new category specially for interactive digital textbooks. These new e-textbooks contain many of the features we've been more accustomed to seeing in interactive e-book apps rather than in the iBookstore -- videos, photos, \u003c!--more-->and 3D diagrams, as well as an easy way to highlight passages and take notes. The latter, along with glossary terms, can be transformed into flash cards for studying.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As part of today's news, Apple announced it was partnering with the Big Three textbook publishers -- Pearson, McGraw Hill, and Houghton Mifflin Harcourt. Many of their newly redesigned textbooks are available to purchase today. These new textbooks will cost no more than $14.99, Apple promises, and they'll be owned by students individually (rather than by the schools and instead of being shared by multiple students across multiple classes and years). That's a substantial shift to how textbooks are bought and distributed, particularly at the K-12 level, and it's not quite clear how schools or students will handle these purchases or how this will impact budgeting decisions. After all, schools tend to procure textbooks with the understanding that they'll last for at least 5 years. That does mean that the content can be out-dated, something that these digital textbooks are meant to combat. But the trade-off, of course, will be purchasing iPads and now purchasing annual updates to books.\u003c/p>\n\u003cfigure id=\"attachment_18289\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/apple_demo/\" rel=\"attachment wp-att-18289\">\u003cimg class=\"size-full wp-image-18289 aligncenter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Apple_demo.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Writing\u003c/strong>: Apple also introduced a new piece of software to allow \"anyone\" to build their own interactive e-books: iBooks Author. While \u003ca href=\"http://arstechnica.com/apple/news/2012/01/apple-to-announce-tools-platform-to-digitally-destroy-textbook-publishing.ars\">Ars Technica speculated\u003c/a> prior to today's news that this would be a \"Garageband for E-Books,\" that doesn't seem like quite the right description. It's more akin to iWorks for e-books -- an authoring tool that greatly facilitates the layout of e-book content. The drag-and-drop interface makes it easy to add text, photos, video, Keynote slides, and even HTML widgets to build an iBook.\u003c/p>\n\u003cp>I have \"anyone\" in quotes because, for the time being at least, this app is Mac (OS X) only. The app itself is free, and after building an e-book, one can upload it to the iBookstore. The textbooks that are built to sell or give away in the iBookstore will be subject to a review process, Apple says, and the company will take its normal \"cut\" of sales as well as demand exclusivity to their sale. One can bypass the iBookstore by simply emailing the file to another person, who'll be able to open it with the iBook app.\u003c/p>\n\u003cp>\u003cstrong>Courseware\u003c/strong>: In addition to the new iBooks and iBooks Author apps, Apple also announced a new app for iTunes U. Long a hidden gem of the iTunes Store, iTunes U has provided a way for universities and other educational institutions to distribute course content -- primarily lecture videos -- via iTunes. With over 500,000 pieces of audio and visual content, Apple says that iTunes U is the \"largest catalog of free educational content.\" The new iTunes U app adds several new features to the platform, in Apple's words, to \"let teachers do a lot more\" including offering \"full online courses.\"\u003c/p>\n\u003cp>It's close to an online learning management system, although it's worth noting here that since the content on iTunes U has mostly been free and open, that there is no process here for submitting assignments or grades. And much like the new iTextbooks, what's missing here is a \"social\" component. The app does allow instructors to upload full course packages, and starting today K-12 teachers will also be able to post their materials to the iTunes U ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_18292\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/itunes_u/\" rel=\"attachment wp-att-18292\">\u003cimg class=\"size-full wp-image-18292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/itunes_u.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Game-changer?\u003c/strong>: Apple's announcements are often described in hyperbolic terms: \"revolutionary,\" for example. I'm not sure that we can necessarily apply that adjective here. Considering the involvement of the three largest education publishers -- a group that currently controls 90% of the textbook market -- I don't think we can pronounce the textbook industry \"digitally disrupted.\" Rather, Apple has strengthened its relationship with these publishers who are now able to point to content that they've specifically designed to work on the iPad. Their content will continue to appear in other digital formats too, of course, and will likely still be available via other e-textbook apps (such as Inkling and Kno and CourseSmart).\u003c/p>\n\u003cp>The ability to easily create e-books with the new iBooks Author app does feel like an important innovation, and if Apple can steer authors (students and teachers and \"anyone\") to its iBookstore, then it will be in a better position to compete with Amazon's self-publishing offerings. That's not necessarily a game-changer for education, however; rather it's about controlling the future of e-book creation and distribution, something that Apple must compete with Amazon over.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That's a future that revolves around the Apple publishing and app ecosystem, and it's a future that relies on Apple hardware too -- Macs and iPads. While all of this might make it easier to build, buy, and read beautiful interactive textbooks with these new \"free\" software tools, that hardware investment might be something that causes a lot of schools to balk.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_4304\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/1375685165_0026af5223_z/\" rel=\"attachment wp-att-4304\">\u003cimg class=\"size-medium wp-image-4304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/1375685165_0026af5223_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There's been speculation for months now -- at least since the release of the \u003ca href=\"http://www.librarything.com/work/11434526/editions/\">Steve Jobs biography\u003c/a> -- about Apple's plans to take on the textbook publishing industry. And today at the Guggenheim Museum in New York, we finally got a glimpse of what the company has been planning since long before the death of its co-founder.\u003c/p>\n\u003cp>As Apple's Phil Schiller noted in his opening remarks today, \"Education is deep in our DNA… and has been since the very beginning.\" And while that may be true, it was one of the company's most recent inventions -- the iPad -- that took center stage today as the ideal learning device, with Apple touting kids' (of all ages) love and desire for the tablets.\u003c/p>\n\u003cp>Apple boasted the adoption that iPads have already seen -- some 1.5 million iPads already in use at educational institutions, with over 1000 schools having 1:1 iPad programs. Apple also noted the rich app ecosystem that's been built around the iPad as a learning device -- over 20,000 educational apps made specifically for the device.\u003c/p>\n\u003cp>While the mantra throughout the event was \"iPad, iPad, iPad,\" the focus of much of today's event was on textbooks -- digital textbooks -- and Apple's insistence that these are \"not always the ideal learning tool.\" Apple unveiled several new tools that it argued would move the \"great content\" found in textbooks into a new, interactive, durable, portable format -- in other words, move the textbooks onto the iPad.\u003c/p>\n\u003cp>\u003cstrong>Reading\u003c/strong>: Apple introduced iBooks2, an update to its iOS e-book app (which sadly still isn't accessible on Macs, let alone on Windows machines) that offers a new category specially for interactive digital textbooks. These new e-textbooks contain many of the features we've been more accustomed to seeing in interactive e-book apps rather than in the iBookstore -- videos, photos, \u003c!--more-->and 3D diagrams, as well as an easy way to highlight passages and take notes. The latter, along with glossary terms, can be transformed into flash cards for studying.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As part of today's news, Apple announced it was partnering with the Big Three textbook publishers -- Pearson, McGraw Hill, and Houghton Mifflin Harcourt. Many of their newly redesigned textbooks are available to purchase today. These new textbooks will cost no more than $14.99, Apple promises, and they'll be owned by students individually (rather than by the schools and instead of being shared by multiple students across multiple classes and years). That's a substantial shift to how textbooks are bought and distributed, particularly at the K-12 level, and it's not quite clear how schools or students will handle these purchases or how this will impact budgeting decisions. After all, schools tend to procure textbooks with the understanding that they'll last for at least 5 years. That does mean that the content can be out-dated, something that these digital textbooks are meant to combat. But the trade-off, of course, will be purchasing iPads and now purchasing annual updates to books.\u003c/p>\n\u003cfigure id=\"attachment_18289\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/apple_demo/\" rel=\"attachment wp-att-18289\">\u003cimg class=\"size-full wp-image-18289 aligncenter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Apple_demo.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Writing\u003c/strong>: Apple also introduced a new piece of software to allow \"anyone\" to build their own interactive e-books: iBooks Author. While \u003ca href=\"http://arstechnica.com/apple/news/2012/01/apple-to-announce-tools-platform-to-digitally-destroy-textbook-publishing.ars\">Ars Technica speculated\u003c/a> prior to today's news that this would be a \"Garageband for E-Books,\" that doesn't seem like quite the right description. It's more akin to iWorks for e-books -- an authoring tool that greatly facilitates the layout of e-book content. The drag-and-drop interface makes it easy to add text, photos, video, Keynote slides, and even HTML widgets to build an iBook.\u003c/p>\n\u003cp>I have \"anyone\" in quotes because, for the time being at least, this app is Mac (OS X) only. The app itself is free, and after building an e-book, one can upload it to the iBookstore. The textbooks that are built to sell or give away in the iBookstore will be subject to a review process, Apple says, and the company will take its normal \"cut\" of sales as well as demand exclusivity to their sale. One can bypass the iBookstore by simply emailing the file to another person, who'll be able to open it with the iBook app.\u003c/p>\n\u003cp>\u003cstrong>Courseware\u003c/strong>: In addition to the new iBooks and iBooks Author apps, Apple also announced a new app for iTunes U. Long a hidden gem of the iTunes Store, iTunes U has provided a way for universities and other educational institutions to distribute course content -- primarily lecture videos -- via iTunes. With over 500,000 pieces of audio and visual content, Apple says that iTunes U is the \"largest catalog of free educational content.\" The new iTunes U app adds several new features to the platform, in Apple's words, to \"let teachers do a lot more\" including offering \"full online courses.\"\u003c/p>\n\u003cp>It's close to an online learning management system, although it's worth noting here that since the content on iTunes U has mostly been free and open, that there is no process here for submitting assignments or grades. And much like the new iTextbooks, what's missing here is a \"social\" component. The app does allow instructors to upload full course packages, and starting today K-12 teachers will also be able to post their materials to the iTunes U ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_18292\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/itunes_u/\" rel=\"attachment wp-att-18292\">\u003cimg class=\"size-full wp-image-18292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/itunes_u.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Game-changer?\u003c/strong>: Apple's announcements are often described in hyperbolic terms: \"revolutionary,\" for example. I'm not sure that we can necessarily apply that adjective here. Considering the involvement of the three largest education publishers -- a group that currently controls 90% of the textbook market -- I don't think we can pronounce the textbook industry \"digitally disrupted.\" Rather, Apple has strengthened its relationship with these publishers who are now able to point to content that they've specifically designed to work on the iPad. Their content will continue to appear in other digital formats too, of course, and will likely still be available via other e-textbook apps (such as Inkling and Kno and CourseSmart).\u003c/p>\n\u003cp>The ability to easily create e-books with the new iBooks Author app does feel like an important innovation, and if Apple can steer authors (students and teachers and \"anyone\") to its iBookstore, then it will be in a better position to compete with Amazon's self-publishing offerings. That's not necessarily a game-changer for education, however; rather it's about controlling the future of e-book creation and distribution, something that Apple must compete with Amazon over.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's a future that revolves around the Apple publishing and app ecosystem, and it's a future that relies on Apple hardware too -- Macs and iPads. While all of this might make it easier to build, buy, and read beautiful interactive textbooks with these new \"free\" software tools, that hardware investment might be something that causes a lot of schools to balk.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18276\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-18276\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Wall-Mural-18-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">Poudre River Public Library District's Community Mural\u003c/figcaption>\u003c/figure>\n\u003cp>Arguably, those who believe a public library is simply a repository of print books haven't been to a public library lately. Here at MindShift, we've been covering the ways in which the library is evolving to change the demands of digital technologies and of its patrons: libraries are becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">learning labs\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/creating-the-library-of-tomorrow-from-the-ground-up/\">innovation centers\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">makerspaces\u003c/a>.\u003c/p>\n\u003cp>Of course, the public library has always been a community center as much as a place to go to check out books to read, so the new extensions of the library's service may not be so far afield from the institution's mission to provide access to information. Even so, much of the emphasis has been on literacy -- reading and writing, digital and analog -- and not on other forms of creativity.\u003c/p>\n\u003cp>But three graduate students at the University of Wisconsin-Madison School of Library and Information Studies have launched a project that points to another important way in which libraries play a key role in their communities. The \u003ca href=\"http://www.libraryasincubatorproject.org/\">Library as Incubator Project\u003c/a> highlights some of the ways in which libraries and local artists can work together.\u003c/p>\n\u003cp>I spoke with Erinn Batykefer, Laura Damon-Moore, and Christina Endres about the project.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What was the inspiration for the Library as Incubator Project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> The inspiration for the project came from several places. One was an article in the Friends of the UW-Madison Libraries’ magazine, written by Madison artist and curator Martha Glowacki. Martha uses library research and spaces frequently in the development of her\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\"\u003c/span>\u003c/aside>\n\u003cp>creative work. We wanted to learn more about how other artists use libraries in their work, and how the “library experience” might be enhanced for artists. Another important piece of the inspiration for the project came up at the end of our first semester of library school. Professor (now Emerita) Louise Robbins spoke about the need for advocacy to infuse everything that we do as library students and future librarians. Lastly, the three of us have an interest in the arts anhelp engage the communities we all will be serving some day. These pieces came together over the course of about a semester to form the basis for the project as it exists today.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does the project work?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> A good place to start answering this question is to talk about the \u003ca href=\"http://www.libraryasincubatorproject.org\">website\u003c/a>, which serves as our “hub” for the Library as Incubator Project. The three of us all work to find and manage the content for the website. With the website, the goals are:\u003c/p>\n\u003cul>\n\u003cli>To highlight artists and writers who currently use libraries as “incubators” for their creative work. This ranges from using a book or other library item as a source of inspiration (like book artist Carol Chase Bjerke, or poet Rita Mae Reese) to artists who use library spaces to show/perform their work (like the Dark Carols Cycle, which premiered at the LA Public Library, or Brandon Monokian, a theater artist who works with teens on the Page to Stage project).\u003c/li>\n\u003cli>To highlight libraries and librarians who are promoting the arts - and the use of their libraries for artistic endeavors - in innovative ways. So, offering artists a space to create or install artwork, like the BOOKLESS project here at Madison Public Library’s (now empty) central branch. Or the series of workshops at the Washington, DC Public Library called The Creative Class, which uses library materials as inspiration for craft projects.\u003c/li>\n\u003cli>To provide resources for librarians and artists. These range from art education resources, like a link to the Kennedy Center’s ArtsEdge network or our program kit library, to tips on how to use resources like Freegal, a music checkout program, or the British Library’s Newspaper Archive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/library_as_incubator/\" rel=\"attachment wp-att-18207\">\u003cimg class=\"alignright size-full wp-image-18207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/library_as_incubator.jpg\" alt=\"\" width=\"350\" height=\"117\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator-320x107.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>We are also quite active on the social media scene, with Twitter (\u003ca href=\"https://twitter.com/#!/IArtLibraries\">@IArtLibraries\u003c/a>) and Facebook. Social media allows us to interact and connect with people all over the world, and is how we’ve been finding a lot of the people/libraries we highlight.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What would your response be to those who'd say that this project falls outside the mission of the library?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Few would argue the fact that one mission of “the library” is to provide its community with information. I would argue against the idea that information can only be found in books, or journal articles. Arts programming in libraries is just a different way of presenting information. For example, if a library has an art gallery or even some free wall space, a local watercolor artist may want to display their work. The library can not only provide the space for a professional or non-professional artist to show their work, but can also create a book display on watercolor techniques and perhaps famous examples of watercolor artwork. Furthermore, a lot of arts programming allows community members to not only consume but create as well. So, with our watercolor example, perhaps the artist is invited to host a workshop or class on watercolor painting. Community members become active, not passive, participants in the information cycle.\u003c/p>\n\u003cp>\u003cstrong>Christina Endres:\u003c/strong> The goals of many public libraries include statements about community enrichment and providing support for lifelong learning. I would say that providing support for the arts and a place for the public to create and enjoy art directly serves those missions. By promoting and supporting the arts, a library can help create a more creative and expressive community, and allow those without access to art education or art museums to participate and learn in this creative community.\u003c/p>\n\u003cp>\u003cstrong>Erinn Batykefer:\u003c/strong> I would say, “Get thee to a library!,” because it’s pretty clear you don’t understand the mission! The reductive view a lot of people-- and lawmakers-- have about libraries is that they are about books. Libraries’ mission isn’t about books. It never has been. Libraries collect and loan books in response to their mission, which is much broader. Read the \u003ca href=\"http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm\">Library Bill of Rights\u003c/a>, and you’ll see that libraries are concerned with free access to information of all types for all people-- no matter who they are or what they are interested in learning. In fact, Article VI specifically states that “VI. Libraries that make exhibit spaces and meeting rooms available to the\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"A lot of arts programming allows community members to not only consume but create as well.\"\u003c/span>\u003c/aside>\n\u003cp>public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.” In this article, it’s not only implicit that libraries are likely to have both exhibit and meeting spaces, it’s also understood that the broad goal of free access to information for all-- which is the basis of library service as a public good-- translates to lifelong learning and community building. No one would question the validity of children’s art programming at a library as an important component of early literacy education. Yet somehow, once you’re an adult, libraries are just about books.\u003c/p>\n\u003cp>That attitude is so limiting!\u003c/p>\n\u003cp>And I think it’s the crux of the argument you hear a lot these days, which is “Everything’s online; libraries are dead.” That’s only true if you think libraries are only about books and other physical materials. But they’re not. They’re about digital materials, and free access to the Internet--especially important in places where not everyone is so fortunate to have a connection in their home-- and they’re about self-directed, life-long learning. That includes the arts! And at a time when arts budgets--from local schools all the way up to the NEA-- are being gutted for the same myopic reasons that library budgets are slashed, arts education is suffering; We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\u003c/p>\n\u003cp>We believe the library can and does have the capacity to fill that educational gap. Even in places where the arts are supported, the library is a place where you can learn what you want to learn, not what you have to learn. There is a wonderful video circulating the internet right now: \u003ca href=\"http://tedxrainier.com/2/speaker_hill.asp\">Chrystie Hill's TedxRanier talk about the future of libraries\u003c/a>. It’s a worthwhile view, in my opinion, because in it, she addresses a lot of the concerns that come up with these kinds of library mission / future of libraries questions. She asks “When everything is online, why go to the library at all?” And her answer is one that points to community building more than anything: “The library of the future... is not about storing books. Well what is it? We get to decide. We get to do what we want. And everything is allowed.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's next for the project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Probably the biggest thing we are working on is setting up some type of funding system, so that we can sustain the project once the three of us have graduated. We are hoping to expand the project and right now we are working many, many hours/week on a volunteer basis. We are submitting grant proposals, talking about a donation system for the website, and are in the discussion stages of moving toward non-profit status. We want to keep the website ad-free, but also be able to continue our work - and so we’re working hard to make this possible.\u003c/p>\n\u003cp>We are also working from an organizational standpoint to make sure that the project will be sustainable after we graduate and (likely) move away from the same city. Luckily we have a lot of people happy to talk with us about getting ourselves organized, setting up a manageable workflow, etc. We seriously hope that we’ll have some internships available in the coming year!\u003c/p>\n\u003cp>The co-founders of the project don’t just want to be talking about what other libraries are doing, but actively engaging in and assisting with programs and events ourselves. We have several exciting projects on the horizon, including an art exhibition of works based on materials from the University Archives here at UW; what we’re calling “incubaTOURs” of campus libraries specifically geared toward student and community artists; and, of course, our involvement with BOOKLESS, an awesome library fundraiser for the Madison Public Library. We only hope to add to our personal involvement in these and other creative projects, particularly as we set off on our own adventures as library professionals!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A major goal of ours is to continue to develop program kits for libraries to use. We would love to expand some of our kits to be in line with what arts educators in schools and after-school programs are doing - particularly as many arts programs are under attack budget-wise. We hope to work with some arts educators to help libraries fill in where there are gaps in the arts education system, especially in under-resourced communities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18276\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-18276\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Wall-Mural-18-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">Poudre River Public Library District's Community Mural\u003c/figcaption>\u003c/figure>\n\u003cp>Arguably, those who believe a public library is simply a repository of print books haven't been to a public library lately. Here at MindShift, we've been covering the ways in which the library is evolving to change the demands of digital technologies and of its patrons: libraries are becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">learning labs\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/creating-the-library-of-tomorrow-from-the-ground-up/\">innovation centers\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">makerspaces\u003c/a>.\u003c/p>\n\u003cp>Of course, the public library has always been a community center as much as a place to go to check out books to read, so the new extensions of the library's service may not be so far afield from the institution's mission to provide access to information. Even so, much of the emphasis has been on literacy -- reading and writing, digital and analog -- and not on other forms of creativity.\u003c/p>\n\u003cp>But three graduate students at the University of Wisconsin-Madison School of Library and Information Studies have launched a project that points to another important way in which libraries play a key role in their communities. The \u003ca href=\"http://www.libraryasincubatorproject.org/\">Library as Incubator Project\u003c/a> highlights some of the ways in which libraries and local artists can work together.\u003c/p>\n\u003cp>I spoke with Erinn Batykefer, Laura Damon-Moore, and Christina Endres about the project.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What was the inspiration for the Library as Incubator Project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> The inspiration for the project came from several places. One was an article in the Friends of the UW-Madison Libraries’ magazine, written by Madison artist and curator Martha Glowacki. Martha uses library research and spaces frequently in the development of her\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\"\u003c/span>\u003c/aside>\n\u003cp>creative work. We wanted to learn more about how other artists use libraries in their work, and how the “library experience” might be enhanced for artists. Another important piece of the inspiration for the project came up at the end of our first semester of library school. Professor (now Emerita) Louise Robbins spoke about the need for advocacy to infuse everything that we do as library students and future librarians. Lastly, the three of us have an interest in the arts anhelp engage the communities we all will be serving some day. These pieces came together over the course of about a semester to form the basis for the project as it exists today.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How does the project work?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> A good place to start answering this question is to talk about the \u003ca href=\"http://www.libraryasincubatorproject.org\">website\u003c/a>, which serves as our “hub” for the Library as Incubator Project. The three of us all work to find and manage the content for the website. With the website, the goals are:\u003c/p>\n\u003cul>\n\u003cli>To highlight artists and writers who currently use libraries as “incubators” for their creative work. This ranges from using a book or other library item as a source of inspiration (like book artist Carol Chase Bjerke, or poet Rita Mae Reese) to artists who use library spaces to show/perform their work (like the Dark Carols Cycle, which premiered at the LA Public Library, or Brandon Monokian, a theater artist who works with teens on the Page to Stage project).\u003c/li>\n\u003cli>To highlight libraries and librarians who are promoting the arts - and the use of their libraries for artistic endeavors - in innovative ways. So, offering artists a space to create or install artwork, like the BOOKLESS project here at Madison Public Library’s (now empty) central branch. Or the series of workshops at the Washington, DC Public Library called The Creative Class, which uses library materials as inspiration for craft projects.\u003c/li>\n\u003cli>To provide resources for librarians and artists. These range from art education resources, like a link to the Kennedy Center’s ArtsEdge network or our program kit library, to tips on how to use resources like Freegal, a music checkout program, or the British Library’s Newspaper Archive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-public-library-as-an-incubator-for-the-arts/library_as_incubator/\" rel=\"attachment wp-att-18207\">\u003cimg class=\"alignright size-full wp-image-18207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/library_as_incubator.jpg\" alt=\"\" width=\"350\" height=\"117\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/library_as_incubator-320x107.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>We are also quite active on the social media scene, with Twitter (\u003ca href=\"https://twitter.com/#!/IArtLibraries\">@IArtLibraries\u003c/a>) and Facebook. Social media allows us to interact and connect with people all over the world, and is how we’ve been finding a lot of the people/libraries we highlight.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What would your response be to those who'd say that this project falls outside the mission of the library?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Few would argue the fact that one mission of “the library” is to provide its community with information. I would argue against the idea that information can only be found in books, or journal articles. Arts programming in libraries is just a different way of presenting information. For example, if a library has an art gallery or even some free wall space, a local watercolor artist may want to display their work. The library can not only provide the space for a professional or non-professional artist to show their work, but can also create a book display on watercolor techniques and perhaps famous examples of watercolor artwork. Furthermore, a lot of arts programming allows community members to not only consume but create as well. So, with our watercolor example, perhaps the artist is invited to host a workshop or class on watercolor painting. Community members become active, not passive, participants in the information cycle.\u003c/p>\n\u003cp>\u003cstrong>Christina Endres:\u003c/strong> The goals of many public libraries include statements about community enrichment and providing support for lifelong learning. I would say that providing support for the arts and a place for the public to create and enjoy art directly serves those missions. By promoting and supporting the arts, a library can help create a more creative and expressive community, and allow those without access to art education or art museums to participate and learn in this creative community.\u003c/p>\n\u003cp>\u003cstrong>Erinn Batykefer:\u003c/strong> I would say, “Get thee to a library!,” because it’s pretty clear you don’t understand the mission! The reductive view a lot of people-- and lawmakers-- have about libraries is that they are about books. Libraries’ mission isn’t about books. It never has been. Libraries collect and loan books in response to their mission, which is much broader. Read the \u003ca href=\"http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/index.cfm\">Library Bill of Rights\u003c/a>, and you’ll see that libraries are concerned with free access to information of all types for all people-- no matter who they are or what they are interested in learning. In fact, Article VI specifically states that “VI. Libraries that make exhibit spaces and meeting rooms available to the\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"A lot of arts programming allows community members to not only consume but create as well.\"\u003c/span>\u003c/aside>\n\u003cp>public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.” In this article, it’s not only implicit that libraries are likely to have both exhibit and meeting spaces, it’s also understood that the broad goal of free access to information for all-- which is the basis of library service as a public good-- translates to lifelong learning and community building. No one would question the validity of children’s art programming at a library as an important component of early literacy education. Yet somehow, once you’re an adult, libraries are just about books.\u003c/p>\n\u003cp>That attitude is so limiting!\u003c/p>\n\u003cp>And I think it’s the crux of the argument you hear a lot these days, which is “Everything’s online; libraries are dead.” That’s only true if you think libraries are only about books and other physical materials. But they’re not. They’re about digital materials, and free access to the Internet--especially important in places where not everyone is so fortunate to have a connection in their home-- and they’re about self-directed, life-long learning. That includes the arts! And at a time when arts budgets--from local schools all the way up to the NEA-- are being gutted for the same myopic reasons that library budgets are slashed, arts education is suffering; We’re shortchanging an entire generation of Americans who may never spend an hour painting or writing or acting, or doing any creative endeavor as part of a formal education.\u003c/p>\n\u003cp>We believe the library can and does have the capacity to fill that educational gap. Even in places where the arts are supported, the library is a place where you can learn what you want to learn, not what you have to learn. There is a wonderful video circulating the internet right now: \u003ca href=\"http://tedxrainier.com/2/speaker_hill.asp\">Chrystie Hill's TedxRanier talk about the future of libraries\u003c/a>. It’s a worthwhile view, in my opinion, because in it, she addresses a lot of the concerns that come up with these kinds of library mission / future of libraries questions. She asks “When everything is online, why go to the library at all?” And her answer is one that points to community building more than anything: “The library of the future... is not about storing books. Well what is it? We get to decide. We get to do what we want. And everything is allowed.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What's next for the project?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Laura Damon-Moore:\u003c/strong> Probably the biggest thing we are working on is setting up some type of funding system, so that we can sustain the project once the three of us have graduated. We are hoping to expand the project and right now we are working many, many hours/week on a volunteer basis. We are submitting grant proposals, talking about a donation system for the website, and are in the discussion stages of moving toward non-profit status. We want to keep the website ad-free, but also be able to continue our work - and so we’re working hard to make this possible.\u003c/p>\n\u003cp>We are also working from an organizational standpoint to make sure that the project will be sustainable after we graduate and (likely) move away from the same city. Luckily we have a lot of people happy to talk with us about getting ourselves organized, setting up a manageable workflow, etc. We seriously hope that we’ll have some internships available in the coming year!\u003c/p>\n\u003cp>The co-founders of the project don’t just want to be talking about what other libraries are doing, but actively engaging in and assisting with programs and events ourselves. We have several exciting projects on the horizon, including an art exhibition of works based on materials from the University Archives here at UW; what we’re calling “incubaTOURs” of campus libraries specifically geared toward student and community artists; and, of course, our involvement with BOOKLESS, an awesome library fundraiser for the Madison Public Library. We only hope to add to our personal involvement in these and other creative projects, particularly as we set off on our own adventures as library professionals!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A major goal of ours is to continue to develop program kits for libraries to use. We would love to expand some of our kits to be in line with what arts educators in schools and after-school programs are doing - particularly as many arts programs are under attack budget-wise. We hope to work with some arts educators to help libraries fill in where there are gaps in the arts education system, especially in under-resourced communities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A $100 Solar-Powered Tablet: Will This Be \"The One\"?",
"title": "A $100 Solar-Powered Tablet: Will This Be \"The One\"?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/kid_olpc/\" rel=\"attachment wp-att-17992\">\u003cimg class=\"size-full wp-image-17992\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/kid_olpc.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\n\u003cp class=\"wp-media-credit\">OLPC\u003c/p>\n\u003c/div>\n\u003cp>At the flashy Las Vegas gathering this week, the \u003ca href=\"http://www.cesweb.org/\">Consumer Electronics Show\u003c/a>, there will likely be a lot of tablets unveiled, but none are as eagerly anticipated as the OLPC XO 3.0, a tablet version of the famously inexpensive and rugged laptop from \u003ca href=\"http://laptop.org/\">One Laptop Per Child\u003c/a> founder Nicholas Negroponte.\u003c/p>\n\u003cp>The tablet release comes after bruising criticism of the highly anticipated laptop several years ago, which some in the industry\u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\"> called a failure\u003c/a>. One of the main criticisms was the laptop's lack of mobility: \"Cell phones are far more popular as the means to connect to the net in much of the Third World and cell-phone type devices rather than cute little laptops might have made much more sense,\" \u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\">writes BusinessWeek's Bruce Nussbaum\u003c/a>.\u003c/p>\n\u003cp>The new tablet, designed to be an educational device for students in the developing world, where electricity and broadband access is scarce, addresses this to some extent. It uses very little power: the battery lasts eight to 10 hours and can be recharged with either a hand-crank or with a solar panel that doubles as the tablet’s cover. The XO 3.0 actually comes with two covers, one of which contains a four-watt solar panel that can be placed in the sun to recharge, then reconnected in order to power the tablet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200.\"\u003c/span>\u003c/aside>\n\u003cp>There’s great interest and excitement in the development of low-cost tablets, for lots of reasons. A few months ago, the \u003ca href=\"../2011/10/can-a-35-tablet-be-as-effective-a-learning-tool-as-an-ipad/\">$35 Aakash tablet\u003c/a> was released, and according to \u003ca href=\"http://india.blogs.nytimes.com/2012/01/05/aakash-update-oversold-underperforming/\">The New York Times\u003c/a>, Datawind -- the manufacturer behind the Aakash tablet -- has received some 1.4 million orders. But because the company was unprepared to meet the demand, it has stopped taking orders, and might be struggling to meet the orders that were already made. Even more troubling, many of the early reviews of the Aakash tablet have been incredibly poor: the battery life is just an hour or two, the software is sluggish, the touchscreen \"\u003ca href=\"http://www.the-digital-reader.com/2012/01/04/1-4-million-aakash-tablets-ordered-means-1-4-million-unhappy-owners/\">sticky\u003c/a>.\"\u003c/p>\n\u003cp>While the inability to build a quality $35 tablet isn't that surprising, it's important to remember that even the popular $199 Android tablet Amazon Kindle Fire has had its share of \u003ca href=\"http://www.marco.org/2011/11/17/kindle-fire-review\">negative reviews\u003c/a>. So when it comes to the XO 3.0, \u003c!--more-->\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200,\" points out \u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\">The Verge's Johanna Stern\u003c/a>, who's had a hands-on look at the tablet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the OLPC project has had its own fair share of struggles -- the inability to meet production deadlines, performance problems with the laptops, as well as concerns that the devices would not be able to meet that promised $100 price point. Nevertheless, the organization insists that the XO 3.0 tablet will ship this year, according to the OLPC organization, with some 75,000 devices \u003ca href=\"http://mashable.com/2012/01/08/one-laptop-per-child-tablet/\">headed to Uruguay and Nicaragua for a 2-year study\u003c/a> planned to examine the impact of the tablets and new adaptive learning software on the literacy and reading habits of three-to-eight-year-olds in India, Tanzania and Sierra Leone.\u003c/p>\n\u003cp>\"In the reading experiment, where we ask can a child learn to read on his or her own, we imagine many hours of use per day, as many as six or eight,” said Negroponte \u003ca href=\"http://www.pcworld.com/article/247448/olpcs_xo3_tablet_to_debut_at_ces.html\">in a recent PC World article\u003c/a>. “Frankly, the reading experiment may be the most important thing I have ever done....if it works.\"\u003c/p>\n\u003ch5>\u003cspan style=\"color: #0000ff\">THE SPECS\u003c/span>\u003c/h5>\n\u003cp>Though it’s thicker than most tablets on the market, it doesn't skimp on its other hardware specifications: it has a 1 GHz processor, 512 MB of RAM, and 4 GM of storage. The XO 3.0 also contains a USB port, a Micro USB port, headphone and microphone jacks, and a power jack (the latter can be used for a regular AC adapter as well as for the hand-crank). The tablet has two 8-inch display options: an LCD version and a PixelQi version. The latter is meant to make the tablet readable outside. But, according to\u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\"> Stern\u003c/a>, although \"the touchscreen was responsive, the slow software clearly holds it back.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/olpc-xo-3-0-tablet_-an-8-inch-tablet-for-100-with-android-and-sugar-options-for-the-children-update_-pictures-the-verge-2/\" rel=\"attachment wp-att-17990\">\u003cimg class=\"aligncenter size-full wp-image-17990\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg\" alt=\"\" width=\"575\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg 575w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-400x257.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-320x206.jpg 320w\" sizes=\"(max-width: 575px) 100vw, 575px\">\u003c/a>\u003c/p>\n\u003cp>The XO 3.0 has two software options: Android or a Linux operating system. Stern believes that the slowness of the device \"has more to do with the actual software not being ready. The delay between tapping the browser icon and it opening was noticeable. The second problem is that the software doesn't seem to be optimized for touch. When I tried to scroll in the Wikipedia program, it highlighted text; I had to select the scroll bar to get to the bottom of the page. OLPC says it is working on this and that it does work in some applications. Speaking of applications, many of the apps for this tablet are built by countries that buy the tablets or laptops, so while there are native browser, camera, word processing programs, the others have to come from the open source community.\"\u003c/p>\n\u003cp>That last sentence is important, particularly if the XO 3.0 tablets -- as is the case with the other, existing OLPC laptops -- are only sold directly to governments. At this time, the organization has not indicated that it will change its distribution model to make the devices available to the general public.\u003c/p>\n\u003cp>The OLPC projects have raised hope that technology can help bring quality education to underserved populations. It’s hard to tell yet if the new XO 3.0 tablet will be the ideal low-cost, high-durability educational device that the organization has worked to produce.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But if \u003ca href=\"http://www.broadbandexpert.com/blog/cellphones/would-you-believe-nearly-six-billion-mobile-subscriptions-at-end-of-2011/\">cellphone penetration in the developing world\u003c/a> has reached almost 80%, are tablets the right devices? Or when we think of putting one computing device into the hands of every child, should we be thinking about a mobile phone instead?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/kid_olpc/\" rel=\"attachment wp-att-17992\">\u003cimg class=\"size-full wp-image-17992\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/kid_olpc.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\n\u003cp class=\"wp-media-credit\">OLPC\u003c/p>\n\u003c/div>\n\u003cp>At the flashy Las Vegas gathering this week, the \u003ca href=\"http://www.cesweb.org/\">Consumer Electronics Show\u003c/a>, there will likely be a lot of tablets unveiled, but none are as eagerly anticipated as the OLPC XO 3.0, a tablet version of the famously inexpensive and rugged laptop from \u003ca href=\"http://laptop.org/\">One Laptop Per Child\u003c/a> founder Nicholas Negroponte.\u003c/p>\n\u003cp>The tablet release comes after bruising criticism of the highly anticipated laptop several years ago, which some in the industry\u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\"> called a failure\u003c/a>. One of the main criticisms was the laptop's lack of mobility: \"Cell phones are far more popular as the means to connect to the net in much of the Third World and cell-phone type devices rather than cute little laptops might have made much more sense,\" \u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\">writes BusinessWeek's Bruce Nussbaum\u003c/a>.\u003c/p>\n\u003cp>The new tablet, designed to be an educational device for students in the developing world, where electricity and broadband access is scarce, addresses this to some extent. It uses very little power: the battery lasts eight to 10 hours and can be recharged with either a hand-crank or with a solar panel that doubles as the tablet’s cover. The XO 3.0 actually comes with two covers, one of which contains a four-watt solar panel that can be placed in the sun to recharge, then reconnected in order to power the tablet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200.\"\u003c/span>\u003c/aside>\n\u003cp>There’s great interest and excitement in the development of low-cost tablets, for lots of reasons. A few months ago, the \u003ca href=\"../2011/10/can-a-35-tablet-be-as-effective-a-learning-tool-as-an-ipad/\">$35 Aakash tablet\u003c/a> was released, and according to \u003ca href=\"http://india.blogs.nytimes.com/2012/01/05/aakash-update-oversold-underperforming/\">The New York Times\u003c/a>, Datawind -- the manufacturer behind the Aakash tablet -- has received some 1.4 million orders. But because the company was unprepared to meet the demand, it has stopped taking orders, and might be struggling to meet the orders that were already made. Even more troubling, many of the early reviews of the Aakash tablet have been incredibly poor: the battery life is just an hour or two, the software is sluggish, the touchscreen \"\u003ca href=\"http://www.the-digital-reader.com/2012/01/04/1-4-million-aakash-tablets-ordered-means-1-4-million-unhappy-owners/\">sticky\u003c/a>.\"\u003c/p>\n\u003cp>While the inability to build a quality $35 tablet isn't that surprising, it's important to remember that even the popular $199 Android tablet Amazon Kindle Fire has had its share of \u003ca href=\"http://www.marco.org/2011/11/17/kindle-fire-review\">negative reviews\u003c/a>. So when it comes to the XO 3.0, \u003c!--more-->\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200,\" points out \u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\">The Verge's Johanna Stern\u003c/a>, who's had a hands-on look at the tablet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the OLPC project has had its own fair share of struggles -- the inability to meet production deadlines, performance problems with the laptops, as well as concerns that the devices would not be able to meet that promised $100 price point. Nevertheless, the organization insists that the XO 3.0 tablet will ship this year, according to the OLPC organization, with some 75,000 devices \u003ca href=\"http://mashable.com/2012/01/08/one-laptop-per-child-tablet/\">headed to Uruguay and Nicaragua for a 2-year study\u003c/a> planned to examine the impact of the tablets and new adaptive learning software on the literacy and reading habits of three-to-eight-year-olds in India, Tanzania and Sierra Leone.\u003c/p>\n\u003cp>\"In the reading experiment, where we ask can a child learn to read on his or her own, we imagine many hours of use per day, as many as six or eight,” said Negroponte \u003ca href=\"http://www.pcworld.com/article/247448/olpcs_xo3_tablet_to_debut_at_ces.html\">in a recent PC World article\u003c/a>. “Frankly, the reading experiment may be the most important thing I have ever done....if it works.\"\u003c/p>\n\u003ch5>\u003cspan style=\"color: #0000ff\">THE SPECS\u003c/span>\u003c/h5>\n\u003cp>Though it’s thicker than most tablets on the market, it doesn't skimp on its other hardware specifications: it has a 1 GHz processor, 512 MB of RAM, and 4 GM of storage. The XO 3.0 also contains a USB port, a Micro USB port, headphone and microphone jacks, and a power jack (the latter can be used for a regular AC adapter as well as for the hand-crank). The tablet has two 8-inch display options: an LCD version and a PixelQi version. The latter is meant to make the tablet readable outside. But, according to\u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\"> Stern\u003c/a>, although \"the touchscreen was responsive, the slow software clearly holds it back.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/olpc-xo-3-0-tablet_-an-8-inch-tablet-for-100-with-android-and-sugar-options-for-the-children-update_-pictures-the-verge-2/\" rel=\"attachment wp-att-17990\">\u003cimg class=\"aligncenter size-full wp-image-17990\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg\" alt=\"\" width=\"575\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg 575w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-400x257.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-320x206.jpg 320w\" sizes=\"(max-width: 575px) 100vw, 575px\">\u003c/a>\u003c/p>\n\u003cp>The XO 3.0 has two software options: Android or a Linux operating system. Stern believes that the slowness of the device \"has more to do with the actual software not being ready. The delay between tapping the browser icon and it opening was noticeable. The second problem is that the software doesn't seem to be optimized for touch. When I tried to scroll in the Wikipedia program, it highlighted text; I had to select the scroll bar to get to the bottom of the page. OLPC says it is working on this and that it does work in some applications. Speaking of applications, many of the apps for this tablet are built by countries that buy the tablets or laptops, so while there are native browser, camera, word processing programs, the others have to come from the open source community.\"\u003c/p>\n\u003cp>That last sentence is important, particularly if the XO 3.0 tablets -- as is the case with the other, existing OLPC laptops -- are only sold directly to governments. At this time, the organization has not indicated that it will change its distribution model to make the devices available to the general public.\u003c/p>\n\u003cp>The OLPC projects have raised hope that technology can help bring quality education to underserved populations. It’s hard to tell yet if the new XO 3.0 tablet will be the ideal low-cost, high-durability educational device that the organization has worked to produce.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But if \u003ca href=\"http://www.broadbandexpert.com/blog/cellphones/would-you-believe-nearly-six-billion-mobile-subscriptions-at-end-of-2011/\">cellphone penetration in the developing world\u003c/a> has reached almost 80%, are tablets the right devices? Or when we think of putting one computing device into the hands of every child, should we be thinking about a mobile phone instead?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Redefining \"Cheating\" With Homework ",
"title": "Redefining \"Cheating\" With Homework ",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>Technology is often blamed for encouraging bad behavior, particularly when it comes to academic dishonesty. There's the notion, for example, that it's much easier \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/plagiarism-tactics-differ-between-high-school-and-college-students/\">to plagiarize\u003c/a> now thanks to the ability to copy and paste information from the Web into a term paper.\u003c/p>\n\u003cp>So at first blush, the new homework help Web site \u003ca href=\"http://slader.com\">Slader\u003c/a> might be accused of fostering just this sort of cheating behavior. The site offers the answers to homework questions in most major high school level math textbooks, and depending on how much you use it, there's a fee. Students can pay for answers. Answers to \u003cem>all\u003c/em> the questions, not just the odd ones. And answers with explanations and \"proofs.\" But it's not as straightforward a transaction as it looks.\u003c/p>\n\u003cp>Though the site was originally launched with answers written by math tutors and teachers, the plan going forward is to use the peer-to-peer model -- students helping each other on the site. The most useful answers will be rated with stars to distinguish them.\u003c/p>\n\u003cp>Of course, students have long shared their answers the old fashioned way -- turning to one another for help, sharing their answers and solutions -- whether over the phone or face-to-face, whether transcribed word-for-word from another student's paper or solved thanks to the help and support from a peer. And that will be the model used for Slader: homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">These are homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/span>\u003c/aside>\n\u003cp>Anticipating the criticism, the New York-based startup believes it's a mistake to dismiss this simply as cheating; rather they say the aim is to provide real-time help to students to work through their homework -- an online study hall, if you will. The startup is providing the tools for students to share their work and teach and learn with one another.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That teaching element is important to recognize, and co-founder Scott Kolb says the site is much more of a tutoring resource than simply a place to go look up and jot down the right answer. It's a type of \"microtutoring,\" he says.\u003c/p>\n\u003cp>That \"micro\" element doesn't just mean simply that Slader offers help on a specific math problems rather than, say, hiring a math tutor for more generalized help with the subject. The Web site also features \"microtransactions.\" In other words, there's an intellectual and a monetary exchange per \u003c!--more-->answer, handled via points and via a per-answer access. While there is a free version of Slader, there are limitations on the number of answers users can view per day (two).\u003c/p>\n\u003cp>With a paid subscription, that limitation is still in place: subscription rates range from $2 to $4 per month with the ability to view 5, 15, or 30 solutions per day. Users can also purchase more views (in case of math emergency, I suppose).\u003c/p>\n\u003cp>It's worth pointing out here that the site is designed with the recognition that most high school students probably don't have credit cards to pay for these sorts of online transactions. As such, one can pay for points via parents' credit cards, but points can also be gifted to another person or offered as \"bounties\" to answer other questions. And most interestingly, users can also \u003cem>earn\u003c/em> points that can actually be \"cashed out.\"\u003c/p>\n\u003cp>One way to earn points: \u003ca href=\"http://www.slader.com/contribute/\">contributing\u003c/a> one's own homework answers back to the Slader community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Users can earn points that can be \"cashed out\" by contributing one's own homework answers back to the Slader community.\u003c/span>\u003c/aside>\n\u003cp>It's an interesting way to encourage students to help one another and to share their homework solutions: doing so allows them to earn royalties of sorts on the work they do. Slader pays points each time a solution is viewed. So ideally the better the solution, the more views, and the more earnings. Users can actually \"cash out\" too, withdrawing the money they've earned via the site.\u003c/p>\n\u003cp>The ability for students to earn money from their homework is certainly an interesting twist on \"the work\" they are doing.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/screen-shot-2011-12-05-at-10-33-47-am/\" rel=\"attachment wp-att-17897\">\u003cimg class=\"aligncenter size-full wp-image-17897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png\" alt=\"\" width=\"500\" height=\"379\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-320x243.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>In order to create a platform that can handle math homework (all that mathematical notation and such), the Slader team has created a number of tools, including an equation editor that captures the step-by-step process of moving through a solution. The team has also seeded the site with solutions to the homework problems in most high school level math textbooks. That's no easy task with approximately 100 textbooks in their various versions and editions (so roughly 275 textbooks in all). To create the answers (and it's worth noting too that there are multiple answers to the same question, demonstrating there are multiple ways to solve math problems), Slader enlisted the help of some 2,500 math majors and math teachers.\u003c/p>\n\u003cp>But the startup's demand for answers to every single homework problem in every single math textbook may be an obstacle that Slader will have to cross if it plans to expand. As is, it's incredibly challenging to keep pace with the ever-changing textbook industry. And right now, much of this work on Slader's part is done by hand. This isn't a mechanized system; this is the Slader team verifying correct answers as well as verifying the pages and exercise numbers in textbooks. Things will be further complicated if, as the startup plans, it expands beyond math to other subject areas.\u003c/p>\n\u003cp>And the startup also faces competition from a variety of other online homework help sites: \u003ca href=\"http://cramster.com\">Cramster\u003c/a>, for example, or Yahoo Answers or \u003ca href=\"http://www.homeworkhelp.com/\">Homeworkhelp.com\u003c/a>. Googling \"I need help with homework\" makes evident that there are a lot of questionable Web sites out there, ones with questionable answers and questionable fees. That will make it challenging for Slader to win an SEO game against some of these sites so that the startup actually shows up in searches. But it's also a challenge on the \"social\" search aspect as well. After all, students want the \"right\" answer, but they also tend to want to hear it from sources they trust -- and oftentimes that's their friends.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Slader expands, it will have to win over interest (and pocketbooks) of high school students to convince them to move their homework activities to its online community. It will also have to win over teachers and parents (something that the startup already makes a \u003ca href=\"http://www.slader.com/for-parents/\">great effort\u003c/a> to do), to help them understand that this isn't about cheating. Rather it's about students teaching and learning and sharing with one another. It's about recognizing that they've \u003cem>always\u003c/em> done this. And as such, it's about helping students with the tools and a service so that they can benefit in doing so -- benefit intellectually as well as financially.\u003c/p>\n\n",
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"description": "B. Gilliard Technology is often blamed for encouraging bad behavior, particularly when it comes to academic dishonesty. There's the notion, for example, that it's much easier to plagiarize now thanks to the ability to copy and paste information from the Web into a term paper. So at first blush, the new homework help Web site",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">B. Gilliard\u003c/p>\n\u003c/div>\n\u003cp>Technology is often blamed for encouraging bad behavior, particularly when it comes to academic dishonesty. There's the notion, for example, that it's much easier \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/plagiarism-tactics-differ-between-high-school-and-college-students/\">to plagiarize\u003c/a> now thanks to the ability to copy and paste information from the Web into a term paper.\u003c/p>\n\u003cp>So at first blush, the new homework help Web site \u003ca href=\"http://slader.com\">Slader\u003c/a> might be accused of fostering just this sort of cheating behavior. The site offers the answers to homework questions in most major high school level math textbooks, and depending on how much you use it, there's a fee. Students can pay for answers. Answers to \u003cem>all\u003c/em> the questions, not just the odd ones. And answers with explanations and \"proofs.\" But it's not as straightforward a transaction as it looks.\u003c/p>\n\u003cp>Though the site was originally launched with answers written by math tutors and teachers, the plan going forward is to use the peer-to-peer model -- students helping each other on the site. The most useful answers will be rated with stars to distinguish them.\u003c/p>\n\u003cp>Of course, students have long shared their answers the old fashioned way -- turning to one another for help, sharing their answers and solutions -- whether over the phone or face-to-face, whether transcribed word-for-word from another student's paper or solved thanks to the help and support from a peer. And that will be the model used for Slader: homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">These are homework answers \u003cem>for\u003c/em> students written \u003cem>by\u003c/em> students.\u003c/span>\u003c/aside>\n\u003cp>Anticipating the criticism, the New York-based startup believes it's a mistake to dismiss this simply as cheating; rather they say the aim is to provide real-time help to students to work through their homework -- an online study hall, if you will. The startup is providing the tools for students to share their work and teach and learn with one another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That teaching element is important to recognize, and co-founder Scott Kolb says the site is much more of a tutoring resource than simply a place to go look up and jot down the right answer. It's a type of \"microtutoring,\" he says.\u003c/p>\n\u003cp>That \"micro\" element doesn't just mean simply that Slader offers help on a specific math problems rather than, say, hiring a math tutor for more generalized help with the subject. The Web site also features \"microtransactions.\" In other words, there's an intellectual and a monetary exchange per \u003c!--more-->answer, handled via points and via a per-answer access. While there is a free version of Slader, there are limitations on the number of answers users can view per day (two).\u003c/p>\n\u003cp>With a paid subscription, that limitation is still in place: subscription rates range from $2 to $4 per month with the ability to view 5, 15, or 30 solutions per day. Users can also purchase more views (in case of math emergency, I suppose).\u003c/p>\n\u003cp>It's worth pointing out here that the site is designed with the recognition that most high school students probably don't have credit cards to pay for these sorts of online transactions. As such, one can pay for points via parents' credit cards, but points can also be gifted to another person or offered as \"bounties\" to answer other questions. And most interestingly, users can also \u003cem>earn\u003c/em> points that can actually be \"cashed out.\"\u003c/p>\n\u003cp>One way to earn points: \u003ca href=\"http://www.slader.com/contribute/\">contributing\u003c/a> one's own homework answers back to the Slader community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">Users can earn points that can be \"cashed out\" by contributing one's own homework answers back to the Slader community.\u003c/span>\u003c/aside>\n\u003cp>It's an interesting way to encourage students to help one another and to share their homework solutions: doing so allows them to earn royalties of sorts on the work they do. Slader pays points each time a solution is viewed. So ideally the better the solution, the more views, and the more earnings. Users can actually \"cash out\" too, withdrawing the money they've earned via the site.\u003c/p>\n\u003cp>The ability for students to earn money from their homework is certainly an interesting twist on \"the work\" they are doing.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/screen-shot-2011-12-05-at-10-33-47-am/\" rel=\"attachment wp-att-17897\">\u003cimg class=\"aligncenter size-full wp-image-17897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png\" alt=\"\" width=\"500\" height=\"379\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2011-12-05-at-10.33.47-AM-320x243.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>In order to create a platform that can handle math homework (all that mathematical notation and such), the Slader team has created a number of tools, including an equation editor that captures the step-by-step process of moving through a solution. The team has also seeded the site with solutions to the homework problems in most high school level math textbooks. That's no easy task with approximately 100 textbooks in their various versions and editions (so roughly 275 textbooks in all). To create the answers (and it's worth noting too that there are multiple answers to the same question, demonstrating there are multiple ways to solve math problems), Slader enlisted the help of some 2,500 math majors and math teachers.\u003c/p>\n\u003cp>But the startup's demand for answers to every single homework problem in every single math textbook may be an obstacle that Slader will have to cross if it plans to expand. As is, it's incredibly challenging to keep pace with the ever-changing textbook industry. And right now, much of this work on Slader's part is done by hand. This isn't a mechanized system; this is the Slader team verifying correct answers as well as verifying the pages and exercise numbers in textbooks. Things will be further complicated if, as the startup plans, it expands beyond math to other subject areas.\u003c/p>\n\u003cp>And the startup also faces competition from a variety of other online homework help sites: \u003ca href=\"http://cramster.com\">Cramster\u003c/a>, for example, or Yahoo Answers or \u003ca href=\"http://www.homeworkhelp.com/\">Homeworkhelp.com\u003c/a>. Googling \"I need help with homework\" makes evident that there are a lot of questionable Web sites out there, ones with questionable answers and questionable fees. That will make it challenging for Slader to win an SEO game against some of these sites so that the startup actually shows up in searches. But it's also a challenge on the \"social\" search aspect as well. After all, students want the \"right\" answer, but they also tend to want to hear it from sources they trust -- and oftentimes that's their friends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As Slader expands, it will have to win over interest (and pocketbooks) of high school students to convince them to move their homework activities to its online community. It will also have to win over teachers and parents (something that the startup already makes a \u003ca href=\"http://www.slader.com/for-parents/\">great effort\u003c/a> to do), to help them understand that this isn't about cheating. Rather it's about students teaching and learning and sharing with one another. It's about recognizing that they've \u003cem>always\u003c/em> done this. And as such, it's about helping students with the tools and a service so that they can benefit in doing so -- benefit intellectually as well as financially.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "12 Education Tech Trends to Watch in 2012",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17846\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/87463263-300x247.jpg\" alt=\"\" width=\"300\" height=\"247\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Looking ahead at some of the education technology trends we'll likely see in 2012, many are already underway.\u003c/p>\n\u003cp>But here are 12 areas where we believe we'll see significant adoption and innovation in the coming months.\u003c/p>\n\u003cp>\u003cstrong>MOBILE PHONES\u003c/strong>: Mobile learning is hardly a new trend, but we have now reached the point with near ubiquitous cellphone ownership among adults, and growing ownership among children. More than three-quarters of teens own a cellphone, and about \u003ca href=\"http://blog.nielsen.com/nielsenwire/?p=29786\">40%\u003c/a> own a smartphone. As such, these mobile devices will help unlock some of the promise of \"anytime, anywhere\" learning opportunities.\u003c/p>\n\u003cp>\u003cstrong>BYOD (BRING YOUR OWN DEVICE)\u003c/strong>: A related trend to mobile learning. More schools will grapple with their policies surrounding students bringing their own devices to school. They do so already, of course, although cellphones in particular are often required to be turned off or stowed in backpacks or lockers. It isn't just cellphones that are brought from home now either. There are iPod Touches, tablets, laptops, e-readers, and netbooks, and schools will weigh whether or not students will be permitted or even encouraged to bring their own devices to school.\u003c/p>\n\u003cp>\u003cstrong>BANDWIDTH ISSUES\u003c/strong>: The \u003ca href=\"http://fcc.gov/\">FCC\u003c/a> has made broadband access the focus of some of its efforts over the last few years, arguing for its importance to the U.S. economy and education. It’s pushing for better access across the board, but also recognizing the importance of high-speed Internet specifically at schools and libraries. Even those schools with broadband access may find their \u003c!--more-->resources strained in coming months -- with the increasing number of mobile devices brought to schools, tapping into the local network as well as with growing demands for streaming video content.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>NATURAL USER INTERFACES\u003c/strong>: The last few year have brought about a number of important innovations in the ways in which we interact and interface with technology: motion-sensing as with the Microsoft Kinect, the touchscreen of the iPhone, the voice-activation of Siri. Just as the graphical user interface, the GUI, opened computer technologies to new populations (specifically non-programmers), these natural user interfaces will likely push those things further forward, increasing accessibility.\u003c/p>\n\u003cp>\u003cstrong>WEB APPS (HTML5)\u003c/strong>: Despite the popularity of Apple devices -- among consumers and in the classroom -- an emphasis or reliance on native (iOS or Mac) apps excludes a lot of people. The demands for tools that can be used at home and at school, regardless of device, will lead to more Web-based education applications. Thanks to HTML5 technology, Flash, which is still used by a lot of educational content providers, will no longer be as ubiquitous.\u003c/p>\n\u003cp>\u003cstrong>DATA\u003c/strong>: \"Data-driven\" has been a buzz phrase in education for a number of years now, but much of the emphasis has been on standardized testing. With more \"data exhaust\" from our usage of technology and the Web, there's a trove of information we aren't really fully tracking when it comes to teaching and learning. 2012 will likely bring about a search for new analytical tools to account for just this (many sidestepping the question of whether or not teaching and learning can be quantified and analyzed this way).\u003c/p>\n\u003cp>\u003cstrong>ADAPTIVE LEARNING\u003c/strong>: Adaptive learning companies had an interesting year: Knewton and Grockit raised substantial investment, for example, while Carnegie Learning found itself critiqued in a \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?pagewanted=all\">New York Times story\u003c/a>. With the promise of personalized learning -- that is, instruction and quizzes aimed at a student's specific needs and skills -- adaptive learning is poised for widespread adoption, both at the K-12 and higher ed levels.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY/SECURITY\u003c/strong>: There was an increasing realization in 2011 that many of the pieces of legislation that govern children and students' online interactions are woefully out of date. As such, there will be increased scrutiny in 2012 to COPPA (the Children's Online Privacy Protection Act), CIPA (the Children's Internet Protection Act), and FERPA (the Family Educational Rights and Privacy Act). Whether or not the government's legislation and kids' usage actually match up will be another thing entirely. Another major trend of the year, particularly in light of an increasing importance of data: user (student) control of their own educational data -- that means both privacy protections and data portability.\u003c/p>\n\u003cp>\u003cstrong>OPEN LICENSING\u003c/strong>: \"Open\" may well be one of the big marketing terms we'll hear in the coming months, and it'll take some scrutiny to really evaluate what many companies mean when they adopt the label. That said, openly licensed content and openly licensed code is likely to be one of the most important trends in 2012: open source technology, open source textbooks, open educational resources, and open data.\u003c/p>\n\u003cp>\u003cstrong>PEER TO PEER\u003c/strong>: \"Social learning\" has gained a lot of attention in recent years as new technologies have offered ways for students to communicate and collaborate -- whether they're side-by-side in the classroom or thousands of miles away. The ability for learners to connect with one another will be one of the most important trends of the coming year. This isn't just a matter of connecting learners with online resources or with online instruction. Rather, one of the big opportunities will be to create a space in which learners can help and teach each other.\u003c/p>\n\u003cp>\u003cstrong>THE MAKER MOVEMENT\u003c/strong>: The Maker Movement -- encouraging people to make things by hand -- may be one of the most important keys to improving STEM education in this country. That's because it works outside the realm of standardized testing and all the associated hand-wringing. The movement, which includes efforts like Maker Faire and \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, may be the key to helping new demographics (or at the very least, \"kids\") discover science, technology, engineering and math (STEM) in an exciting and hands-on way. Building and tinkering and playing all offer powerful ways to learn and experiment. We need more of this -- lots more.\u003c/p>\n\u003cp>\u003cstrong>GAMING\u003c/strong>: Game-based learning has been on the cusp of being \"the next big thing\" for a while now. Perhaps 2012 will be the year. With the flourishing of mobile technologies, with the promise of data and analytics, and with a realization that we can create new and engaging ways to move through lessons, we are likely to see an explosion of educational gaming apps this year. The big question, of course -- with this as with every new ed-tech development: does this actually improve learning? When is a educational game fun? What makes it engaging? What makes it actually educational?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>What are your predictions for technology and learning in 2012? We'd love to hear your thoughts in the comments.\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17846\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/87463263-300x247.jpg\" alt=\"\" width=\"300\" height=\"247\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Looking ahead at some of the education technology trends we'll likely see in 2012, many are already underway.\u003c/p>\n\u003cp>But here are 12 areas where we believe we'll see significant adoption and innovation in the coming months.\u003c/p>\n\u003cp>\u003cstrong>MOBILE PHONES\u003c/strong>: Mobile learning is hardly a new trend, but we have now reached the point with near ubiquitous cellphone ownership among adults, and growing ownership among children. More than three-quarters of teens own a cellphone, and about \u003ca href=\"http://blog.nielsen.com/nielsenwire/?p=29786\">40%\u003c/a> own a smartphone. As such, these mobile devices will help unlock some of the promise of \"anytime, anywhere\" learning opportunities.\u003c/p>\n\u003cp>\u003cstrong>BYOD (BRING YOUR OWN DEVICE)\u003c/strong>: A related trend to mobile learning. More schools will grapple with their policies surrounding students bringing their own devices to school. They do so already, of course, although cellphones in particular are often required to be turned off or stowed in backpacks or lockers. It isn't just cellphones that are brought from home now either. There are iPod Touches, tablets, laptops, e-readers, and netbooks, and schools will weigh whether or not students will be permitted or even encouraged to bring their own devices to school.\u003c/p>\n\u003cp>\u003cstrong>BANDWIDTH ISSUES\u003c/strong>: The \u003ca href=\"http://fcc.gov/\">FCC\u003c/a> has made broadband access the focus of some of its efforts over the last few years, arguing for its importance to the U.S. economy and education. It’s pushing for better access across the board, but also recognizing the importance of high-speed Internet specifically at schools and libraries. Even those schools with broadband access may find their \u003c!--more-->resources strained in coming months -- with the increasing number of mobile devices brought to schools, tapping into the local network as well as with growing demands for streaming video content.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>NATURAL USER INTERFACES\u003c/strong>: The last few year have brought about a number of important innovations in the ways in which we interact and interface with technology: motion-sensing as with the Microsoft Kinect, the touchscreen of the iPhone, the voice-activation of Siri. Just as the graphical user interface, the GUI, opened computer technologies to new populations (specifically non-programmers), these natural user interfaces will likely push those things further forward, increasing accessibility.\u003c/p>\n\u003cp>\u003cstrong>WEB APPS (HTML5)\u003c/strong>: Despite the popularity of Apple devices -- among consumers and in the classroom -- an emphasis or reliance on native (iOS or Mac) apps excludes a lot of people. The demands for tools that can be used at home and at school, regardless of device, will lead to more Web-based education applications. Thanks to HTML5 technology, Flash, which is still used by a lot of educational content providers, will no longer be as ubiquitous.\u003c/p>\n\u003cp>\u003cstrong>DATA\u003c/strong>: \"Data-driven\" has been a buzz phrase in education for a number of years now, but much of the emphasis has been on standardized testing. With more \"data exhaust\" from our usage of technology and the Web, there's a trove of information we aren't really fully tracking when it comes to teaching and learning. 2012 will likely bring about a search for new analytical tools to account for just this (many sidestepping the question of whether or not teaching and learning can be quantified and analyzed this way).\u003c/p>\n\u003cp>\u003cstrong>ADAPTIVE LEARNING\u003c/strong>: Adaptive learning companies had an interesting year: Knewton and Grockit raised substantial investment, for example, while Carnegie Learning found itself critiqued in a \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?pagewanted=all\">New York Times story\u003c/a>. With the promise of personalized learning -- that is, instruction and quizzes aimed at a student's specific needs and skills -- adaptive learning is poised for widespread adoption, both at the K-12 and higher ed levels.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY/SECURITY\u003c/strong>: There was an increasing realization in 2011 that many of the pieces of legislation that govern children and students' online interactions are woefully out of date. As such, there will be increased scrutiny in 2012 to COPPA (the Children's Online Privacy Protection Act), CIPA (the Children's Internet Protection Act), and FERPA (the Family Educational Rights and Privacy Act). Whether or not the government's legislation and kids' usage actually match up will be another thing entirely. Another major trend of the year, particularly in light of an increasing importance of data: user (student) control of their own educational data -- that means both privacy protections and data portability.\u003c/p>\n\u003cp>\u003cstrong>OPEN LICENSING\u003c/strong>: \"Open\" may well be one of the big marketing terms we'll hear in the coming months, and it'll take some scrutiny to really evaluate what many companies mean when they adopt the label. That said, openly licensed content and openly licensed code is likely to be one of the most important trends in 2012: open source technology, open source textbooks, open educational resources, and open data.\u003c/p>\n\u003cp>\u003cstrong>PEER TO PEER\u003c/strong>: \"Social learning\" has gained a lot of attention in recent years as new technologies have offered ways for students to communicate and collaborate -- whether they're side-by-side in the classroom or thousands of miles away. The ability for learners to connect with one another will be one of the most important trends of the coming year. This isn't just a matter of connecting learners with online resources or with online instruction. Rather, one of the big opportunities will be to create a space in which learners can help and teach each other.\u003c/p>\n\u003cp>\u003cstrong>THE MAKER MOVEMENT\u003c/strong>: The Maker Movement -- encouraging people to make things by hand -- may be one of the most important keys to improving STEM education in this country. That's because it works outside the realm of standardized testing and all the associated hand-wringing. The movement, which includes efforts like Maker Faire and \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, may be the key to helping new demographics (or at the very least, \"kids\") discover science, technology, engineering and math (STEM) in an exciting and hands-on way. Building and tinkering and playing all offer powerful ways to learn and experiment. We need more of this -- lots more.\u003c/p>\n\u003cp>\u003cstrong>GAMING\u003c/strong>: Game-based learning has been on the cusp of being \"the next big thing\" for a while now. Perhaps 2012 will be the year. With the flourishing of mobile technologies, with the promise of data and analytics, and with a realization that we can create new and engaging ways to move through lessons, we are likely to see an explosion of educational gaming apps this year. The big question, of course -- with this as with every new ed-tech development: does this actually improve learning? When is a educational game fun? What makes it engaging? What makes it actually educational?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What are your predictions for technology and learning in 2012? We'd love to hear your thoughts in the comments.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Every month, we review some of our favorite educational apps that have been released or updated. You can find all the posts in our series \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">here\u003c/a>. Below you'll find a mixture of iOS, Android and Web-based apps.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/scribblepress/\" rel=\"attachment wp-att-17784\">\u003cimg class=\"alignright size-full wp-image-17784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/scribblepress.jpg\" alt=\"\" width=\"300\" height=\"399\">\u003c/a>\u003cstrong>SCRIBBLE PRESS\u003c/strong>\u003c/p>\n\u003cp>Scribble Press is an iPad app that lets you build and illustrate your own e-books. The app offers numerous story templates and drawing tools, guiding you through the story-writing and book layout process. The books that are written with Scribble Press can be shared with others -- either via Facebook or Twitter or email. They can also be posted online on the \u003ca href=\"http://www.scribblepress.com/\">site's gallery\u003c/a>, although books remain private unless shared there. (\u003ca href=\"http://itunes.apple.com/us/app/scribble-press/id487300076?mt=8\">iTunes link\u003c/a>). iOS, Free.\u003c/p>\n\u003cp>\u003cstrong>SQUAD\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://squadedit.com/\">Squad\u003c/a> is a collaborative code editor. In other words, it's a tool designed to make it easier to share and work together on programming projects. Squad's tools can be used by both experts and learners, and the company recently launched \u003ca href=\"https://edu.squadedit.com/\">Squad for Education\u003c/a>, a version designed to be used with large groups in a computer lab classroom setting. Squad supports over a dozen programming languages, including HTML, PHP, JavaScript, Python, C, and C++. Web, licensing costs depend on number of students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>MINDSNACKS - LEARN CHINESE (MANDARIN)\u003c/strong>\u003c/p>\n\u003cp>The mobile language learning startup \u003ca href=\"http://mindsnacks.com\">Mindsnacks\u003c/a> launched its Mandarin iPhone app this month. As with all the Mindsnacks titles, the app offers various games to help learners review and boost their vocabulary knowledge. While the app is initially free, you do need to upgrade in order to unlock all 50 of the levels. Mindsnacks' Spanish language learning app was chosen by Apple as \u003c!--more-->one of the best education apps of 2011 (\u003ca href=\"http://itunes.apple.com/us/app/learn-chinese-mandarin-mindsnacks/id485803286?mt=8\">iTunes link\u003c/a>). iOS, Free.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/miniminute/\" rel=\"attachment wp-att-17791\">\u003cimg class=\"alignleft size-full wp-image-17791\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/miniminute.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cstrong>MINI MINUTE\u003c/strong>\u003c/p>\n\u003cp>It's hard to pick one app from the new educational game-maker \u003ca href=\"http://airylabs.com/\">Airy Labs\u003c/a> to feature here, particularly as the startup updated all seven of its apps this month. The startups mobile games all feature delightful artwork and game-play, built by a smart team of cognitive neuroscientists. One of its apps, Mini Minute, helps children learn to tell time. It features a Stonehenge-like ring of rocks which the player must defend against invading monsters. (\u003ca href=\"http://itunes.apple.com/us/app/mini-minute/id475250350?mt=8\">iTunes link\u003c/a>). iOS, Free.\u003c/p>\n\u003cp>\u003cstrong>EXPLORIMENTS\u003c/strong>\u003c/p>\n\u003cp>Long known for its Flash-based educational content, \u003ca href=\"http://exploriments.com\">Exploriments\u003c/a> launched 3 science education apps for the iPad this month: Weight, Mass and Force of Gravity (\u003ca href=\"http://itunes.apple.com/us/app/exploriments-weight-mass-force/id483875230?mt=8\">iTunes link\u003c/a>), Fluids - Archimedes Principle, Buoyancy and Flotation (\u003ca href=\"http://itunes.apple.com/us/app/exploriments-fluids-archimedes/id483896866?mt=8\">iTunes link\u003c/a>), and Electrostatics - Coulomb's Law (\u003ca href=\"http://itunes.apple.com/us/app/exploriments-electrostatics/id483991925?mt=8\">iTunes link\u003c/a>). The apps offer simulated experiments with a wide range of variability and interactions. In the case of the Fluids app, for example, users can change the size and density of objects, as well as the density of the fluids. iOS, Free - $2.99)\u003c/p>\n\u003cp>\u003cstrong>VAN GOGH'S DREAM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/vangoghdream/\" rel=\"attachment wp-att-17787\">\u003cimg class=\"alignright size-medium wp-image-17787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/vangoghdream-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>Created by the Van Gogh Institute, the Van Gogh’s Dream iPad app is meant to explore Vincent Van Gogh's artwork and writing in a new and interactive way. The app includes a complete catalog of the artist's 80 Auvers paintings, his last letter to his brother Theo in its original version (as well as in transcription and in translation). The app also includes several testimonials from art historians and other artists. (\u003ca href=\"http://itunes.apple.com/us/app/van-goghs-dream/id477595323?mt=8\">iTunes link\u003c/a>). iOS, $9.99\u003c/p>\n\u003cp>\u003cstrong>EDUCREATIONS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://educreations.com\">Educreations\u003c/a> is a new app designed to make it easy to create, narrate, and record whiteboard video tutorials and to share them with others. A Web-base version of the app has been available for some time now, but the native iPad app was released this month -- and it's easier to write on a whiteboard with your finger than it is with a mouse. There are several other interactive whiteboard apps available on the iPad, but Educreations' app offers several features that set it apart from its competitors: lessons can have multiple pages; you can add images to the tutorials — from the iPad camera, from its Photo Library, or from Dropbox; you can move and resize images while you record. The ability to create via a Web browser — any Web browser — and not just via a tablet is a really important thing to consider too when looking to adopt this tool for a classroom. (\u003ca href=\"http://itunes.apple.com/us/app/educreations-interactive-whiteboard/id478617061?mt=8\">iTunes link\u003c/a>). iOS and Web, Free.\u003c/p>\n\u003cp>\u003cstrong>Anything we missed?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Let us know in the comments!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Every month, we review some of our favorite educational apps that have been released or updated. You can find all the posts in our series \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">here\u003c/a>. Below you'll find a mixture of iOS, Android and Web-based apps.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/scribblepress/\" rel=\"attachment wp-att-17784\">\u003cimg class=\"alignright size-full wp-image-17784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/scribblepress.jpg\" alt=\"\" width=\"300\" height=\"399\">\u003c/a>\u003cstrong>SCRIBBLE PRESS\u003c/strong>\u003c/p>\n\u003cp>Scribble Press is an iPad app that lets you build and illustrate your own e-books. The app offers numerous story templates and drawing tools, guiding you through the story-writing and book layout process. The books that are written with Scribble Press can be shared with others -- either via Facebook or Twitter or email. They can also be posted online on the \u003ca href=\"http://www.scribblepress.com/\">site's gallery\u003c/a>, although books remain private unless shared there. (\u003ca href=\"http://itunes.apple.com/us/app/scribble-press/id487300076?mt=8\">iTunes link\u003c/a>). iOS, Free.\u003c/p>\n\u003cp>\u003cstrong>SQUAD\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://squadedit.com/\">Squad\u003c/a> is a collaborative code editor. In other words, it's a tool designed to make it easier to share and work together on programming projects. Squad's tools can be used by both experts and learners, and the company recently launched \u003ca href=\"https://edu.squadedit.com/\">Squad for Education\u003c/a>, a version designed to be used with large groups in a computer lab classroom setting. Squad supports over a dozen programming languages, including HTML, PHP, JavaScript, Python, C, and C++. Web, licensing costs depend on number of students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>MINDSNACKS - LEARN CHINESE (MANDARIN)\u003c/strong>\u003c/p>\n\u003cp>The mobile language learning startup \u003ca href=\"http://mindsnacks.com\">Mindsnacks\u003c/a> launched its Mandarin iPhone app this month. As with all the Mindsnacks titles, the app offers various games to help learners review and boost their vocabulary knowledge. While the app is initially free, you do need to upgrade in order to unlock all 50 of the levels. Mindsnacks' Spanish language learning app was chosen by Apple as \u003c!--more-->one of the best education apps of 2011 (\u003ca href=\"http://itunes.apple.com/us/app/learn-chinese-mandarin-mindsnacks/id485803286?mt=8\">iTunes link\u003c/a>). iOS, Free.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/miniminute/\" rel=\"attachment wp-att-17791\">\u003cimg class=\"alignleft size-full wp-image-17791\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/miniminute.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cstrong>MINI MINUTE\u003c/strong>\u003c/p>\n\u003cp>It's hard to pick one app from the new educational game-maker \u003ca href=\"http://airylabs.com/\">Airy Labs\u003c/a> to feature here, particularly as the startup updated all seven of its apps this month. The startups mobile games all feature delightful artwork and game-play, built by a smart team of cognitive neuroscientists. One of its apps, Mini Minute, helps children learn to tell time. It features a Stonehenge-like ring of rocks which the player must defend against invading monsters. (\u003ca href=\"http://itunes.apple.com/us/app/mini-minute/id475250350?mt=8\">iTunes link\u003c/a>). iOS, Free.\u003c/p>\n\u003cp>\u003cstrong>EXPLORIMENTS\u003c/strong>\u003c/p>\n\u003cp>Long known for its Flash-based educational content, \u003ca href=\"http://exploriments.com\">Exploriments\u003c/a> launched 3 science education apps for the iPad this month: Weight, Mass and Force of Gravity (\u003ca href=\"http://itunes.apple.com/us/app/exploriments-weight-mass-force/id483875230?mt=8\">iTunes link\u003c/a>), Fluids - Archimedes Principle, Buoyancy and Flotation (\u003ca href=\"http://itunes.apple.com/us/app/exploriments-fluids-archimedes/id483896866?mt=8\">iTunes link\u003c/a>), and Electrostatics - Coulomb's Law (\u003ca href=\"http://itunes.apple.com/us/app/exploriments-electrostatics/id483991925?mt=8\">iTunes link\u003c/a>). The apps offer simulated experiments with a wide range of variability and interactions. In the case of the Fluids app, for example, users can change the size and density of objects, as well as the density of the fluids. iOS, Free - $2.99)\u003c/p>\n\u003cp>\u003cstrong>VAN GOGH'S DREAM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/vangoghdream/\" rel=\"attachment wp-att-17787\">\u003cimg class=\"alignright size-medium wp-image-17787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/vangoghdream-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>Created by the Van Gogh Institute, the Van Gogh’s Dream iPad app is meant to explore Vincent Van Gogh's artwork and writing in a new and interactive way. The app includes a complete catalog of the artist's 80 Auvers paintings, his last letter to his brother Theo in its original version (as well as in transcription and in translation). The app also includes several testimonials from art historians and other artists. (\u003ca href=\"http://itunes.apple.com/us/app/van-goghs-dream/id477595323?mt=8\">iTunes link\u003c/a>). iOS, $9.99\u003c/p>\n\u003cp>\u003cstrong>EDUCREATIONS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://educreations.com\">Educreations\u003c/a> is a new app designed to make it easy to create, narrate, and record whiteboard video tutorials and to share them with others. A Web-base version of the app has been available for some time now, but the native iPad app was released this month -- and it's easier to write on a whiteboard with your finger than it is with a mouse. There are several other interactive whiteboard apps available on the iPad, but Educreations' app offers several features that set it apart from its competitors: lessons can have multiple pages; you can add images to the tutorials — from the iPad camera, from its Photo Library, or from Dropbox; you can move and resize images while you record. The ability to create via a Web browser — any Web browser — and not just via a tablet is a really important thing to consider too when looking to adopt this tool for a classroom. (\u003ca href=\"http://itunes.apple.com/us/app/educreations-interactive-whiteboard/id478617061?mt=8\">iTunes link\u003c/a>). iOS and Web, Free.\u003c/p>\n\u003cp>\u003cstrong>Anything we missed?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Let us know in the comments!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. What's less clear is how much of this digital profile will matter to employers, or if they'll still look for that formal piece of paper, a college degree.\u003c/p>\n\u003cp>Open education advocate and university professor \u003ca href=\"http://opencontent.org/blog/archives/2113\">David Wiley\u003c/a> is optimistic. \"Say I’m Google,\" he \u003ca href=\"http://opencontent.org/blog/archives/2113\">writes on his blog\u003c/a>, \"and I need to hire an engineer. My job ad requirement says 'BS in Computer Science or equivalent.' I get two applicants. The first has a BS in Computer Science from XYZ State College. The second has certificates of successful completion for open courses in data structures and algorithms, artificial intelligence, and machine learning from Stanford and MITx. Do you think I’ll seriously consider candidate two? You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. What's less clear is how much of this digital profile will matter to employers, or if they'll still look for that formal piece of paper, a college degree.\u003c/p>\n\u003cp>Open education advocate and university professor \u003ca href=\"http://opencontent.org/blog/archives/2113\">David Wiley\u003c/a> is optimistic. \"Say I’m Google,\" he \u003ca href=\"http://opencontent.org/blog/archives/2113\">writes on his blog\u003c/a>, \"and I need to hire an engineer. My job ad requirement says 'BS in Computer Science or equivalent.' I get two applicants. The first has a BS in Computer Science from XYZ State College. The second has certificates of successful completion for open courses in data structures and algorithms, artificial intelligence, and machine learning from Stanford and MITx. Do you think I’ll seriously consider candidate two? You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is Lego Stereotyping Girls with New Product Line?",
"title": "Is Lego Stereotyping Girls with New Product Line?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-olivias-workshop/\" rel=\"attachment wp-att-17649\">\u003cimg class=\"alignleft size-full wp-image-17649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/LEGO-Friends-Olivias-Workshop.jpg\" alt=\"\" width=\"300\" height=\"163\">\u003c/a>Legos remain one of the world's most popular and most beloved toys, and for more than 60 years, children of all ages have played with the plastic bricks. But starting January 1, a new line of Legos called Lego Friends will appear on store shelves, introducing what Lego's CEO \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html\">calls\u003c/a> \"the most significant strategic launch we’ve done in a decade.\"\u003c/p>\n\u003cp>From all appearances, the new product line is aimed directly at girls, a huge shift from their current product offerings.\u003c/p>\n\u003cp>“They might as well have a No Girls Allowed sign,” says author Peggy Orenstein in the\u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\"> BusinessWeek article about the new Lego products\u003c/a>. Orenstein wrote \u003cem>Cinderella Ate My Daughter\u003c/em>, about the toy industry's leveraging young girls' fascination with princesses.\u003c/p>\n\u003cp>Toy store shelves clearly reflect Lego's strategy, aiming products squarely at boys. Sure, girls play with the \u003ca href=\"http://ninjago.lego.com/en-us/Default.aspx\">Ninjago\u003c/a>, \u003ca href=\"http://alienconquest.lego.com/en-us/Default.aspx\">Alien Conquest\u003c/a>, or \u003ca href=\"http://starwars.lego.com/en-us/Default.aspx\">Star Wars\u003c/a> sets, but the themes all revolve around battles, no matter what the brick-building potentials might be.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Does Lego Friends just reinforce some of the stereotypes that already exist?\u003c/aside>\n\u003cp>Those themed sets have been wildly successful, and since Lego started building these types of sets in the mid-2000s (often associated with movie brands like Star Wars or Pirates of the Caribbean), Lego's revenue has soared. The company \u003ca href=\"http://www.npr.org/2011/12/15/143724644/ith-new-toys-lego-hopes-to-build-girls-market\">topped $1 billion in sales\u003c/a> for the first time last year, according to NPR.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So with the new Lego Friends product line, the company wants to \"reach the other 50 percent of \u003c!--more-->the world’s children,\" Lego CEO Jørgen Vig Knudstorp \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\">told Business Week\u003c/a>.\u003c/p>\n\u003cp>It's not the first time that Lego has created products to appeal specifically to girls, most notably with the \u003ca href=\"http://images.businessweek.com/cms/2011-12-14/feature_lego52__01__popup.jpg\">failed\u003c/a> Belleville line in the mid-1990s. Lego Friends addresses many of the problems with the Belleville sets, which contained larger Lego figures to play with that were incompatible with other \"regular\" Legos.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-8/\" rel=\"attachment wp-att-17652\">\u003cimg class=\"alignright size-full wp-image-17652\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/lego-friends-8.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>The new Lego Friends are slightly taller than the traditional Lego mini-figures, but they do \"fit\" with other Lego pieces and the new figures can hold any Lego accessory. The Lego Friends are less blocky, more curvy than Lego mini-figures. (Yes, curvy.) Unlike the mini-figures, the new Lego Friends aren't yellow; their skin is flesh-colored and represent nine different nationalities. Lego Friends have large eyes, a plastic bump for a nose, a big smile. They're more doll-like, and much like the American Girls line of dolls, several of the characters will have names and backstories: Mia loves animals, Emma has a beauty shop, Andrea loves to make music, Stephanie's the \"social girl,\" and Olivia is an inventor.\u003c/p>\n\u003cp>Lego says that the new line of toys has been developed after years of anthropological research into how girls play. Girls role-play more, says Lego, and they tend to project themselves more onto the figures they play with (one of the reasons, according to the company, that girls tend not to like the blocky, yellow-faced mini-figures).\u003c/p>\n\u003cp>But one of the wonderful things about Lego has long been that the toy's imaginative game-play also involves engineering and design. And as the work that \u003ca href=\"http://www.legoeducation.us/\">Lego Education\u003c/a> makes clear, the toy has also become an entry point for students to explore STEM subjects and to transfer their brick-building skills to robot-building ones. (See story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">Khan Academy's summer camp \u003c/a>featuring sumo wrestling with Lego Mindstorms NXT robots.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The broader question here is whether Lego Friends encourage more girls to engineer and tinker, or does it just reinforce some of the stereotypes that already exist -- on the toy aisle as elsewhere: boys build Legos, girls play with dolls.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-olivias-workshop/\" rel=\"attachment wp-att-17649\">\u003cimg class=\"alignleft size-full wp-image-17649\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/LEGO-Friends-Olivias-Workshop.jpg\" alt=\"\" width=\"300\" height=\"163\">\u003c/a>Legos remain one of the world's most popular and most beloved toys, and for more than 60 years, children of all ages have played with the plastic bricks. But starting January 1, a new line of Legos called Lego Friends will appear on store shelves, introducing what Lego's CEO \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html\">calls\u003c/a> \"the most significant strategic launch we’ve done in a decade.\"\u003c/p>\n\u003cp>From all appearances, the new product line is aimed directly at girls, a huge shift from their current product offerings.\u003c/p>\n\u003cp>“They might as well have a No Girls Allowed sign,” says author Peggy Orenstein in the\u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\"> BusinessWeek article about the new Lego products\u003c/a>. Orenstein wrote \u003cem>Cinderella Ate My Daughter\u003c/em>, about the toy industry's leveraging young girls' fascination with princesses.\u003c/p>\n\u003cp>Toy store shelves clearly reflect Lego's strategy, aiming products squarely at boys. Sure, girls play with the \u003ca href=\"http://ninjago.lego.com/en-us/Default.aspx\">Ninjago\u003c/a>, \u003ca href=\"http://alienconquest.lego.com/en-us/Default.aspx\">Alien Conquest\u003c/a>, or \u003ca href=\"http://starwars.lego.com/en-us/Default.aspx\">Star Wars\u003c/a> sets, but the themes all revolve around battles, no matter what the brick-building potentials might be.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Does Lego Friends just reinforce some of the stereotypes that already exist?\u003c/aside>\n\u003cp>Those themed sets have been wildly successful, and since Lego started building these types of sets in the mid-2000s (often associated with movie brands like Star Wars or Pirates of the Caribbean), Lego's revenue has soared. The company \u003ca href=\"http://www.npr.org/2011/12/15/143724644/ith-new-toys-lego-hopes-to-build-girls-market\">topped $1 billion in sales\u003c/a> for the first time last year, according to NPR.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So with the new Lego Friends product line, the company wants to \"reach the other 50 percent of \u003c!--more-->the world’s children,\" Lego CEO Jørgen Vig Knudstorp \u003ca href=\"http://www.businessweek.com/magazine/lego-is-for-girls-12142011.html#\">told Business Week\u003c/a>.\u003c/p>\n\u003cp>It's not the first time that Lego has created products to appeal specifically to girls, most notably with the \u003ca href=\"http://images.businessweek.com/cms/2011-12-14/feature_lego52__01__popup.jpg\">failed\u003c/a> Belleville line in the mid-1990s. Lego Friends addresses many of the problems with the Belleville sets, which contained larger Lego figures to play with that were incompatible with other \"regular\" Legos.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/is-lego-stereotyping-girls-with-new-product-line/lego-friends-8/\" rel=\"attachment wp-att-17652\">\u003cimg class=\"alignright size-full wp-image-17652\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/lego-friends-8.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>The new Lego Friends are slightly taller than the traditional Lego mini-figures, but they do \"fit\" with other Lego pieces and the new figures can hold any Lego accessory. The Lego Friends are less blocky, more curvy than Lego mini-figures. (Yes, curvy.) Unlike the mini-figures, the new Lego Friends aren't yellow; their skin is flesh-colored and represent nine different nationalities. Lego Friends have large eyes, a plastic bump for a nose, a big smile. They're more doll-like, and much like the American Girls line of dolls, several of the characters will have names and backstories: Mia loves animals, Emma has a beauty shop, Andrea loves to make music, Stephanie's the \"social girl,\" and Olivia is an inventor.\u003c/p>\n\u003cp>Lego says that the new line of toys has been developed after years of anthropological research into how girls play. Girls role-play more, says Lego, and they tend to project themselves more onto the figures they play with (one of the reasons, according to the company, that girls tend not to like the blocky, yellow-faced mini-figures).\u003c/p>\n\u003cp>But one of the wonderful things about Lego has long been that the toy's imaginative game-play also involves engineering and design. And as the work that \u003ca href=\"http://www.legoeducation.us/\">Lego Education\u003c/a> makes clear, the toy has also become an entry point for students to explore STEM subjects and to transfer their brick-building skills to robot-building ones. (See story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">Khan Academy's summer camp \u003c/a>featuring sumo wrestling with Lego Mindstorms NXT robots.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The broader question here is whether Lego Friends encourage more girls to engineer and tinker, or does it just reinforce some of the stereotypes that already exist -- on the toy aisle as elsewhere: boys build Legos, girls play with dolls.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/applying-the-7-golden-rules-one-teachers-take-of-technology/kids-computers/\" rel=\"attachment wp-att-15750\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Computer science is not widely taught, even though programming may be one of the most important skills of the 21st century. While most schools do recognize the importance of helping students learn how to use new technologies, you'll still find scant opportunities in K-12 classes for students to learn how to actually \u003cem>build\u003c/em> those very technologies.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.acm.org/runningonempty/\">report\u003c/a> issued last year by the Association of Computing Machinery found that very few states offer K-12 computer science education at all. Just nine states allow CS courses to count towards graduation requirements for math or science. And no states require computer science for graduation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too.\u003c/aside>\n\u003cp>Why the absence of CS courses from elementary and secondary schools? A\u003ca href=\"http://thejournal.com/Articles/2011/12/05/Overhauling-Computer-Science-Education.aspx\"> recent article in Technology Horizons Journal\u003c/a> points to a few obstacles to teaching computer science: questions about teacher certification, debates about what a CS curriculum should contain, and concerns about where CS fits into the curriculum and/or the schedule. Is computer science math? Is it \u003c!--more-->science? Does it replace another course?\u003c/p>\n\u003cp>There are, no doubt, increasing opportunities for kids to learn programming. But these often occur as after-school projects (things like the \u003ca href=\"http://www.firstlegoleague.org/\">First Lego League\u003c/a>) or as self-directed programs (such as learning to code with online materials like \u003ca href=\"http://hackety-hack.com/\">Hackety Hack\u003c/a>). While these do attract those students who are interested in programming, they do little to expose the general student population to computer science.\u003c/p>\n\u003cp>Studies have repeatedly shown that early exposure to science, technology, engineering and math (STEM) subjects is important in convincing students to think about STEM careers. Earlier this year, \u003ca href=\"http://www.microsoft.com/presspass/press/2011/sep11/09-07MSSTEMSurveyPR.mspx\">Microsoft surveyed\u003c/a> some 500 college students pursuing STEM degrees, and nearly four out of five of them said they had made the decision to be a STEM major in high school or earlier. One in five said they made the decision in middle school or earlier. These students pointed to the influence of a particular teacher or a particular class as sparking their interest -- notably, almost 70% of girls said this was what made them decide to study STEM (versus just 51% of boys).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But just one in five of these college students said that their K-12 education helped prepare them extremely well for their college courses. While that can be interpreted as a challenge to the state of STEM education broadly, this is particularly true when it comes to computer science. There are plenty of opportunities for students to take biology before stepping into a Biology 101 class in college; there are very few opportunities for students to take programming before stepping into CS 101.\u003c/p>\n\u003cp>\"Program or be programmed,\" as author \u003ca href=\"http://programorbeprogrammed.com/\">Douglas Rushkoff\u003c/a> says, noting that we must learn how to be producers not just consumers of computer technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too. These skills are imperative to what K-12 students should be learning. The challenge: finding the support among administrators and teachers to make learning computer science the way in which students gain these skills.\u003c/p>\n\n",
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},
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"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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