Want to Start a Makerspace at School? Tips to Get Started
Closing the Gap Between Educators and Entrepreneurs
2012 Ed Tech Trends: Insights From Insiders
Going Retro: Reading Apps for Real Books
Where Do Educational Games Come From?
What's the Difference Between Games and Gamification?
How Will Student Data Be Used?
Player sponsored by
window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_27091": {
"type": "attachments",
"id": "mindshift_27091",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "27091",
"found": true
},
"parent": 26942,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-400x265.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 265
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-320x212.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 212
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-620x372.jpg",
"width": 620,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg",
"width": 620,
"height": 410
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1360697226,
"modified": 1360697226,
"caption": null,
"description": null,
"title": "7566329228_4d5377458b_z-620x410",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_26515": {
"type": "attachments",
"id": "mindshift_26515",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "26515",
"found": true
},
"parent": 26416,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 212
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 169
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg",
"width": 590,
"height": 312
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1358294237,
"modified": 1358294237,
"caption": null,
"description": "business concept/handshaking hands",
"title": "87180202",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_25845": {
"type": "attachments",
"id": "mindshift_25845",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "25845",
"found": true
},
"parent": 25674,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-400x279.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 279
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-320x224.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 224
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-650x372.jpg",
"width": 650,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone.jpg",
"width": 650,
"height": 454
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/12/cellphone-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1355944895,
"modified": 1355944895,
"caption": null,
"description": null,
"title": "cellphone",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_25179": {
"type": "attachments",
"id": "mindshift_25179",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "25179",
"found": true
},
"parent": 25116,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 259
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 207
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg",
"width": 480,
"height": 311
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1353968372,
"modified": 1353968372,
"caption": null,
"description": null,
"title": "mzl.bjvfazrr.480x480-751",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23927": {
"type": "attachments",
"id": "mindshift_23927",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23927",
"found": true
},
"parent": 23857,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 300
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 240
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-500x372.jpg",
"width": 500,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg",
"width": 500,
"height": 375
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1348068536,
"modified": 1348068536,
"caption": null,
"description": null,
"title": "6660073135_a315ee4b17",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23437": {
"type": "attachments",
"id": "mindshift_23437",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23437",
"found": true
},
"parent": 23220,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png",
"width": 400,
"mimeType": "image/png",
"height": 234
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png",
"width": 320,
"mimeType": "image/png",
"height": 187
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png",
"width": 583,
"height": 341
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1345241650,
"modified": 1345241650,
"caption": null,
"description": null,
"title": "Screen-Shot-2012-05-16-at-10.22.24-AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_22588": {
"type": "attachments",
"id": "mindshift_22588",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "22588",
"found": true
},
"parent": 22402,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-400x212.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 212
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-320x169.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 169
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511.jpg",
"width": 1825,
"height": 966
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-1440x762.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 762
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-800x423.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 423
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-1180x625.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 625
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-768x407.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 407
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/997604511-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1341271062,
"modified": 1341271062,
"caption": null,
"description": "process diagram",
"title": "99760451",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"frankcatalano": {
"type": "authors",
"id": "4375",
"meta": {
"index": "authors_1716337520",
"id": "4375",
"found": true
},
"name": "Frank Catalano",
"firstName": "Frank",
"lastName": "Catalano",
"slug": "frankcatalano",
"email": "frank@intrinsicstrategy.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Frank Catalano | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/frankcatalano"
}
},
"pagesReducer": {
"author_frankcatalano": {
"type": "pages",
"id": "4375",
"meta": {
"index": "authors_1716337520",
"id": "4375",
"score": 6.928211,
"site": "authors"
},
"name": "Frank Catalano",
"firstName": "Frank",
"lastName": "Catalano",
"slug": "frankcatalano",
"email": "frank@intrinsicstrategy.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"subscriber"
]
}
],
"headData": {},
"isLoading": false,
"hasAllInfo": true,
"blocks": [
{
"blockName": "kqed/staff-member",
"attrs": {
"author": {
"type": "authors",
"id": "4375",
"meta": {
"index": "authors_1716337520",
"id": "4375",
"score": 6.928211
},
"name": "Frank Catalano",
"firstName": "Frank",
"lastName": "Catalano",
"slug": "frankcatalano",
"email": "frank@intrinsicstrategy.com",
"display_author_email": false,
"staff_mastheads": "[Circular]",
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": "[Circular]",
"headData": {
"title": "Frank Catalano | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/frankcatalano",
"hasAllInfo": true
}
}
},
{
"blockName": "kqed/post-list",
"attrs": {
"query": "posts?author=4375&authorName=Frank Catalano",
"title": "By Frank Catalano",
"layout": "cardArticle2",
"className": "wp-block--nomargintop",
"seeMore": true
}
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_26942": {
"type": "posts",
"id": "mindshift_26942",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "26942",
"score": null,
"sort": [
1360697403000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1360697403,
"format": "aside",
"disqusTitle": "Want to Start a Makerspace at School? Tips to Get Started ",
"title": "Want to Start a Makerspace at School? Tips to Get Started ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_27091\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27091\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg\" alt=\"7566329228_4d5377458b_z-620x410\" width=\"620\" height=\"410\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-320x212.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://en.wikipedia.org/wiki/Maker_subculture\">Maker Movement\u003c/a> starts to gain momentum, schools that are trying to find ways to foster the do-it-yourself environment can learn a few lessons from another nexus in the universe: public libraries.\u003c/p>\n\u003cp>\u003ca href=\"http://en.wikipedia.org/wiki/Dale_Dougherty\">Dale Dougherty\u003c/a>, founding editor and publisher of \u003ca href=\"http://makezine.com/\">Make Magazine\u003c/a> -- and the de facto leader of the Maker Movement -- has a vision to create a network of libraries, museums, and schools with what he calls \"makerspaces\" that draw on common resources and experts in each community. Libraries and museums, he said, are easier places to incorporate makerspaces than schools, because they have more space flexibility and they’re trying to attract teens with their programs.\u003c/p>\n\u003cp>“Schools have already got the kids,\" Dougherty noted wryly, at the recent American Library Association Midwinter Meeting in Seattle. One day during the conference, dubbed \u003ca href=\"http://alamw13.ala.org/highlights#maker-monday\">Maker Monday,\u003c/a> focused on the Maker Movement, which emphasizes learning by engaging in tech-related projects. Two packed sessions, one standing room only, were filled with librarians clearly fascinated by the potential of attracting teens (and even parents) to Maker activities in libraries.\u003c/p>\n\u003cp>Schools can learn from libraries that participated in the inaugural \u003ca href=\"http://makezine.com/maker-camp/\">Maker Camps\u003c/a> last summer. The librarians speaking at ALA proffered seven lessons that apply beyond libraries to schools and other potential makerspaces.\u003c/p>\n\u003cp>\u003cstrong>1) KNOW YOUR SPACE. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Why are you here?” That was one of the most common questions asked of the staff at the Make Magazine booth at the ALA. The answer: one of the hardest things for people interested in making is finding an appropriate physical space, and libraries actually have that space.\u003c/p>\n\u003cp>But not every space is alike, or even appropriate. Carla Avitabile of the Novato branch of the \u003ca href=\"http://www.marinlibrary.org/teens\">Marin County Free Library\u003c/a> in California found some projects just aren’t suitable in certain activity rooms. For example, she said, they couldn’t do a glow-in-the-dark candy project because of the potential mess caused by boiling sugar directly above carpet.\u003c/p>\n\u003cp>Travis Good, the co-founder of the Maker City Census, said he visited 68 makerspaces to develop his criteria for readiness. At the top of list for libraries? “Tolerance for noise,” along with the \u003c!--more-->willingness to establish ongoing programs, have available Making tools (even items as simple as scissors), provide dedicated-use space, and availability of “dirty” space for woodworking or other messy projects. All are considerations for schools as well.\u003c/p>\n\u003cp>\u003cstrong>2) DO A PREVIEW RUN. \u003c/strong>\u003c/p>\n\u003cp>Amber Creger with \u003ca href=\"http://ahml.info/teens/diy\">Arlington Heights Memorial Library\u003c/a> in Illinois discovered it was really important to try projects ahead of time, prior to diving in as a group. In one case, they were making a do-it-yourself cardboard pinball machine.\u003c/p>\n\u003cp>“Who knew the glue could burn,” she said. A trial run lets you work out the bugs before involving kids.\u003c/p>\n\u003cp>And that helps to ensure safety remains at the forefront, which Erin Downey Howerton, Children’s Manager at \u003ca href=\"http://www.wichita.lib.ks.us/\">Wichita Public Library\u003c/a>, said is a focus of their Maker activity: “I don’t think we actually set fire to anything.”\u003c/p>\n\u003cp>\u003cstrong>3) VERIFY SKILL LEVELS. \u003c/strong>\u003c/p>\n\u003cp>Marin County’s Avitabile had one surprise as her young makers dove into a project. “Only one in four in our team of kids knew how to use a screwdriver,” she said. Don’t assume students have even the necessary knowledge of basic skills. Plan for some instruction.\u003c/p>\n\u003cp>\u003cstrong>4) BE FLEXIBLE\u003c/strong>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>While Maker Camp provided descriptions for \u003ca href=\"http://makezine.com/maker-camp/schedule/index.html\">30 projects\u003c/a> in 30 days, libraries typically did one or two programs a week for a couple of hours each. And not every idea for a Maker project came from staff.\u003c/p>\n\u003cp>“I ask the teens what they want to do,” rather than dictating all projects, Avitabile said. That approach is very much in the spirit of making. And with teens who come to her with new ideas, she tells them, “You have to help me do it.” Creger added that her teens decide their monthly programs.\u003c/p>\n\u003cp>\u003cstrong>5) REACH OUT FOR HELP. \u003c/strong>\u003c/p>\n\u003cp>Not all the knowledge required for a successful making program comes in a kit or from staff. “Don’t be afraid to make friends” with those who are experts in areas in which you’re not, Creger advised. For one electricity project, she found an expert in Wichita who was willing to help.\u003c/p>\n\u003cp>In the case of libraries, that expertise can also come from educators. “We’re working on developing a better relationship with our schools,” Creger said, noting that her library wants to work with the schools that have robotics clubs to do joint maker activities.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>]\u003c/p>\n\u003cp>Steve Teeri with \u003ca href=\"http://detroitpubliclibrary.org/hype-makerspace\">Detroit Public Library\u003c/a> partners with a local makerspace for a variety of different after-school projects, from bike repair to higher tech. “We learn from their mistakes,” he said. And kids learn because they have to go online to do research and figure out \u003cem>how\u003c/em> to make what they want to make.\u003c/p>\n\u003cp>“It’s not a difficult thing to find volunteers who know stuff,” Avitabile said. “It’s surprising how many people want to share stuff for free.”\u003c/p>\n\u003cp>\u003cstrong>6. DOING BRINGS DOUBTERS ON BOARD. \u003c/strong>\u003c/p>\n\u003cp>While not all involved may appreciate -- or even understand -- the maker approach at the start, “I was surprised at how quickly the staff bought into it,” said Creger. Those who were unsure learned with the others as they took part in creating the projects.\u003c/p>\n\u003cp>Though the reaction from others can sometimes be skeptical or hesitant, try different approaches. “Making? We don’t know what to do. We make crafts,” Howerton said she was told at first. So she thought of crafts as a “gateway drug” for making, such as moving to a fabric project with embedded LED lights. Ultimately, Howerton said, “We have actually built our staff capacity on Maker Camp and what Make has done for us.”\u003c/p>\n\u003cp>\u003cstrong>7. IT'S THE EXPERIENCE, NOT THE OBJECT. \u003c/strong>\u003c/p>\n\u003cp>Avitabile allowed that it’s hard to share or take home some maker projects (such as large collaborative efforts), so Novato Library focuses more on the process than the product. “Kids just like to make stuff,” she said. “And they don’t have to leave with the stuff they make.”\u003c/p>\n\u003cp>“You’re opening doors and windows” through the process, said Creger. And the positive aspects of the program have, in part, spurred Arlington Heights to plan a DIY corner where kids can check out maker kits, in addition to using a 1,700 square foot space in the center of the library for maker activities. Similarly, Wichita Public Library is in the design phase for a makerspace that Howerton hopes is built. Detroit Public Library’s HYPE makerspace is nine months old.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">Lessons Learned: How a Progressive School Adapts to Reality\u003c/a>]\u003c/p>\n\u003cp>Make’s Dougherty reminded the librarian audience that the Maker Movement, while also tied to schools because of its connection with STEM initiatives, is naturally aligned with them. “Like libraries, we’re at the intersection of information and experience.” And ultimately, he said, making is about learning -- and creating evidence of that learning.\u003c/p>\n\u003cp>“It’s not just about getting 3D printers into libraries. It’s about getting the process of making into libraries,” Dougherty said. “Though the 3D printers are pretty cool.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a> for which he also sought out the\u003c/em>\u003cem> \u003ca href=\"http://www.geekwire.com/2013/papering-over-library-tech/\">\u003cem>tech at ALA\u003c/em>\u003c/a>. \u003c/em>\u003cem>As a child, he used to frequent Radio Shack to find cool things to build that weren’t likely to accidentally catch on fire.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "26942 http://blogs.kqed.org/mindshift/?p=26942",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/02/12/want-to-start-a-makerspace-at-school-tips-to-get-started/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1346,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 32
},
"modified": 1395968327,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "As the Maker Movement starts to gain momentum, schools that are trying to find ways to foster the do-it-yourself environment can learn a few lessons from another nexus in the universe: public libraries. Dale Dougherty, founding editor and publisher of Make Magazine -- and the de facto leader of the Maker Movement -- has a",
"title": "Want to Start a Makerspace at School? Tips to Get Started | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Want to Start a Makerspace at School? Tips to Get Started ",
"datePublished": "2013-02-12T11:30:03-08:00",
"dateModified": "2014-03-27T17:58:47-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "want-to-start-a-makerspace-at-school-tips-to-get-started",
"status": "publish",
"path": "/mindshift/26942/want-to-start-a-makerspace-at-school-tips-to-get-started",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27091\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27091\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg\" alt=\"7566329228_4d5377458b_z-620x410\" width=\"620\" height=\"410\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-320x212.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://en.wikipedia.org/wiki/Maker_subculture\">Maker Movement\u003c/a> starts to gain momentum, schools that are trying to find ways to foster the do-it-yourself environment can learn a few lessons from another nexus in the universe: public libraries.\u003c/p>\n\u003cp>\u003ca href=\"http://en.wikipedia.org/wiki/Dale_Dougherty\">Dale Dougherty\u003c/a>, founding editor and publisher of \u003ca href=\"http://makezine.com/\">Make Magazine\u003c/a> -- and the de facto leader of the Maker Movement -- has a vision to create a network of libraries, museums, and schools with what he calls \"makerspaces\" that draw on common resources and experts in each community. Libraries and museums, he said, are easier places to incorporate makerspaces than schools, because they have more space flexibility and they’re trying to attract teens with their programs.\u003c/p>\n\u003cp>“Schools have already got the kids,\" Dougherty noted wryly, at the recent American Library Association Midwinter Meeting in Seattle. One day during the conference, dubbed \u003ca href=\"http://alamw13.ala.org/highlights#maker-monday\">Maker Monday,\u003c/a> focused on the Maker Movement, which emphasizes learning by engaging in tech-related projects. Two packed sessions, one standing room only, were filled with librarians clearly fascinated by the potential of attracting teens (and even parents) to Maker activities in libraries.\u003c/p>\n\u003cp>Schools can learn from libraries that participated in the inaugural \u003ca href=\"http://makezine.com/maker-camp/\">Maker Camps\u003c/a> last summer. The librarians speaking at ALA proffered seven lessons that apply beyond libraries to schools and other potential makerspaces.\u003c/p>\n\u003cp>\u003cstrong>1) KNOW YOUR SPACE. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Why are you here?” That was one of the most common questions asked of the staff at the Make Magazine booth at the ALA. The answer: one of the hardest things for people interested in making is finding an appropriate physical space, and libraries actually have that space.\u003c/p>\n\u003cp>But not every space is alike, or even appropriate. Carla Avitabile of the Novato branch of the \u003ca href=\"http://www.marinlibrary.org/teens\">Marin County Free Library\u003c/a> in California found some projects just aren’t suitable in certain activity rooms. For example, she said, they couldn’t do a glow-in-the-dark candy project because of the potential mess caused by boiling sugar directly above carpet.\u003c/p>\n\u003cp>Travis Good, the co-founder of the Maker City Census, said he visited 68 makerspaces to develop his criteria for readiness. At the top of list for libraries? “Tolerance for noise,” along with the \u003c!--more-->willingness to establish ongoing programs, have available Making tools (even items as simple as scissors), provide dedicated-use space, and availability of “dirty” space for woodworking or other messy projects. All are considerations for schools as well.\u003c/p>\n\u003cp>\u003cstrong>2) DO A PREVIEW RUN. \u003c/strong>\u003c/p>\n\u003cp>Amber Creger with \u003ca href=\"http://ahml.info/teens/diy\">Arlington Heights Memorial Library\u003c/a> in Illinois discovered it was really important to try projects ahead of time, prior to diving in as a group. In one case, they were making a do-it-yourself cardboard pinball machine.\u003c/p>\n\u003cp>“Who knew the glue could burn,” she said. A trial run lets you work out the bugs before involving kids.\u003c/p>\n\u003cp>And that helps to ensure safety remains at the forefront, which Erin Downey Howerton, Children’s Manager at \u003ca href=\"http://www.wichita.lib.ks.us/\">Wichita Public Library\u003c/a>, said is a focus of their Maker activity: “I don’t think we actually set fire to anything.”\u003c/p>\n\u003cp>\u003cstrong>3) VERIFY SKILL LEVELS. \u003c/strong>\u003c/p>\n\u003cp>Marin County’s Avitabile had one surprise as her young makers dove into a project. “Only one in four in our team of kids knew how to use a screwdriver,” she said. Don’t assume students have even the necessary knowledge of basic skills. Plan for some instruction.\u003c/p>\n\u003cp>\u003cstrong>4) BE FLEXIBLE\u003c/strong>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>While Maker Camp provided descriptions for \u003ca href=\"http://makezine.com/maker-camp/schedule/index.html\">30 projects\u003c/a> in 30 days, libraries typically did one or two programs a week for a couple of hours each. And not every idea for a Maker project came from staff.\u003c/p>\n\u003cp>“I ask the teens what they want to do,” rather than dictating all projects, Avitabile said. That approach is very much in the spirit of making. And with teens who come to her with new ideas, she tells them, “You have to help me do it.” Creger added that her teens decide their monthly programs.\u003c/p>\n\u003cp>\u003cstrong>5) REACH OUT FOR HELP. \u003c/strong>\u003c/p>\n\u003cp>Not all the knowledge required for a successful making program comes in a kit or from staff. “Don’t be afraid to make friends” with those who are experts in areas in which you’re not, Creger advised. For one electricity project, she found an expert in Wichita who was willing to help.\u003c/p>\n\u003cp>In the case of libraries, that expertise can also come from educators. “We’re working on developing a better relationship with our schools,” Creger said, noting that her library wants to work with the schools that have robotics clubs to do joint maker activities.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>]\u003c/p>\n\u003cp>Steve Teeri with \u003ca href=\"http://detroitpubliclibrary.org/hype-makerspace\">Detroit Public Library\u003c/a> partners with a local makerspace for a variety of different after-school projects, from bike repair to higher tech. “We learn from their mistakes,” he said. And kids learn because they have to go online to do research and figure out \u003cem>how\u003c/em> to make what they want to make.\u003c/p>\n\u003cp>“It’s not a difficult thing to find volunteers who know stuff,” Avitabile said. “It’s surprising how many people want to share stuff for free.”\u003c/p>\n\u003cp>\u003cstrong>6. DOING BRINGS DOUBTERS ON BOARD. \u003c/strong>\u003c/p>\n\u003cp>While not all involved may appreciate -- or even understand -- the maker approach at the start, “I was surprised at how quickly the staff bought into it,” said Creger. Those who were unsure learned with the others as they took part in creating the projects.\u003c/p>\n\u003cp>Though the reaction from others can sometimes be skeptical or hesitant, try different approaches. “Making? We don’t know what to do. We make crafts,” Howerton said she was told at first. So she thought of crafts as a “gateway drug” for making, such as moving to a fabric project with embedded LED lights. Ultimately, Howerton said, “We have actually built our staff capacity on Maker Camp and what Make has done for us.”\u003c/p>\n\u003cp>\u003cstrong>7. IT'S THE EXPERIENCE, NOT THE OBJECT. \u003c/strong>\u003c/p>\n\u003cp>Avitabile allowed that it’s hard to share or take home some maker projects (such as large collaborative efforts), so Novato Library focuses more on the process than the product. “Kids just like to make stuff,” she said. “And they don’t have to leave with the stuff they make.”\u003c/p>\n\u003cp>“You’re opening doors and windows” through the process, said Creger. And the positive aspects of the program have, in part, spurred Arlington Heights to plan a DIY corner where kids can check out maker kits, in addition to using a 1,700 square foot space in the center of the library for maker activities. Similarly, Wichita Public Library is in the design phase for a makerspace that Howerton hopes is built. Detroit Public Library’s HYPE makerspace is nine months old.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">Lessons Learned: How a Progressive School Adapts to Reality\u003c/a>]\u003c/p>\n\u003cp>Make’s Dougherty reminded the librarian audience that the Maker Movement, while also tied to schools because of its connection with STEM initiatives, is naturally aligned with them. “Like libraries, we’re at the intersection of information and experience.” And ultimately, he said, making is about learning -- and creating evidence of that learning.\u003c/p>\n\u003cp>“It’s not just about getting 3D printers into libraries. It’s about getting the process of making into libraries,” Dougherty said. “Though the 3D printers are pretty cool.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a> for which he also sought out the\u003c/em>\u003cem> \u003ca href=\"http://www.geekwire.com/2013/papering-over-library-tech/\">\u003cem>tech at ALA\u003c/em>\u003c/a>. \u003c/em>\u003cem>As a child, he used to frequent Radio Shack to find cool things to build that weren’t likely to accidentally catch on fire.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/26942/want-to-start-a-makerspace-at-school-tips-to-get-started",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_895",
"mindshift_980"
],
"featImg": "mindshift_27091",
"label": "mindshift"
},
"mindshift_26416": {
"type": "posts",
"id": "mindshift_26416",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "26416",
"score": null,
"sort": [
1358444129000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1358444129,
"format": "aside",
"disqusTitle": "Closing the Gap Between Educators and Entrepreneurs",
"title": "Closing the Gap Between Educators and Entrepreneurs",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "26416 http://blogs.kqed.org/mindshift/?p=26416",
"disqusUrl": "https://ww2.kqed.org/mindshift/2013/01/17/closing-the-gap-between-educators-and-entrepreneurs/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1300,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 31
},
"modified": 1358445678,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Getty There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need. The ecosystem stimulating",
"title": "Closing the Gap Between Educators and Entrepreneurs | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Closing the Gap Between Educators and Entrepreneurs",
"datePublished": "2013-01-17T09:35:29-08:00",
"dateModified": "2013-01-17T10:01:18-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "closing-the-gap-between-educators-and-entrepreneurs",
"status": "publish",
"path": "/mindshift/26416/closing-the-gap-between-educators-and-entrepreneurs",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/26416/closing-the-gap-between-educators-and-entrepreneurs",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_369",
"mindshift_556",
"mindshift_749"
],
"featImg": "mindshift_26515",
"label": "mindshift"
},
"mindshift_25674": {
"type": "posts",
"id": "mindshift_25674",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "25674",
"score": null,
"sort": [
1355947936000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1355947936,
"format": "aside",
"disqusTitle": "2012 Ed Tech Trends: Insights From Insiders",
"title": "2012 Ed Tech Trends: Insights From Insiders",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He attended every event listed here, and even spoke at a few of them.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "25674 http://blogs.kqed.org/mindshift/?p=25674",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/12/19/2012-ed-tech-trends-insights-from-insiders/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1419,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 8
},
"modified": 1355947940,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive. Here",
"title": "2012 Ed Tech Trends: Insights From Insiders | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "2012 Ed Tech Trends: Insights From Insiders",
"datePublished": "2012-12-19T12:12:16-08:00",
"dateModified": "2012-12-19T12:12:20-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "2012-ed-tech-trends-insights-from-insiders",
"status": "publish",
"path": "/mindshift/25674/2012-ed-tech-trends-insights-from-insiders",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He attended every event listed here, and even spoke at a few of them.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/25674/2012-ed-tech-trends-insights-from-insiders",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_399",
"mindshift_81",
"mindshift_159",
"mindshift_65"
],
"featImg": "mindshift_25845",
"label": "mindshift"
},
"mindshift_25116": {
"type": "posts",
"id": "mindshift_25116",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "25116",
"score": null,
"sort": [
1354032042000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1354032042,
"format": "aside",
"disqusTitle": "Going Retro: Reading Apps for Real Books",
"title": "Going Retro: Reading Apps for Real Books",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "25116 http://blogs.kqed.org/mindshift/?p=25116",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/11/27/going-retro-reading-apps-for-real-books/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1041,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1354144087,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Reading Rainbow app YouTube clips. Texting. Twitter. Facebook status updates. The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning. One answer (in addition to “it’s not as bad as you",
"title": "Going Retro: Reading Apps for Real Books | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Going Retro: Reading Apps for Real Books",
"datePublished": "2012-11-27T08:00:42-08:00",
"dateModified": "2012-11-28T15:08:07-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "going-retro-reading-apps-for-real-books",
"status": "publish",
"path": "/mindshift/25116/going-retro-reading-apps-for-real-books",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/25116/going-retro-reading-apps-for-real-books",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_134",
"mindshift_972",
"mindshift_550"
],
"featImg": "mindshift_25179",
"label": "mindshift"
},
"mindshift_23857": {
"type": "posts",
"id": "mindshift_23857",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "23857",
"score": null,
"sort": [
1348068764000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1348068764,
"format": "aside",
"disqusTitle": "Where Do Educational Games Come From?",
"title": "Where Do Educational Games Come From?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "23857 http://blogs.kqed.org/mindshift/?p=23857",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/09/19/where-do-educational-games-come-from/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1058,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 24
},
"modified": 1348070440,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Flickr:Flickingrbrad Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources. The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s",
"title": "Where Do Educational Games Come From? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Where Do Educational Games Come From?",
"datePublished": "2012-09-19T08:32:44-07:00",
"dateModified": "2012-09-19T09:00:40-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "where-do-educational-games-come-from",
"status": "publish",
"path": "/mindshift/23857/where-do-educational-games-come-from",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/23857/where-do-educational-games-come-from",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_548",
"mindshift_20902"
],
"featImg": "mindshift_23927",
"label": "mindshift"
},
"mindshift_23220": {
"type": "posts",
"id": "mindshift_23220",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "23220",
"score": null,
"sort": [
1345557620000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1345557620,
"format": "aside",
"disqusTitle": "What's the Difference Between Games and Gamification?",
"title": "What's the Difference Between Games and Gamification?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "23220 http://blogs.kqed.org/mindshift/?p=23220",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/08/21/whats-the-difference-between-games-and-gamification/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1276,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1345241820,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.” Game interest is definitely on the upswing in K-12 and higher",
"title": "What's the Difference Between Games and Gamification? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What's the Difference Between Games and Gamification?",
"datePublished": "2012-08-21T07:00:20-07:00",
"dateModified": "2012-08-17T15:17:00-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "whats-the-difference-between-games-and-gamification",
"status": "publish",
"path": "/mindshift/23220/whats-the-difference-between-games-and-gamification",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/23220/whats-the-difference-between-games-and-gamification",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_282",
"mindshift_548",
"mindshift_20902"
],
"featImg": "mindshift_23437",
"label": "mindshift"
},
"mindshift_22402": {
"type": "posts",
"id": "mindshift_22402",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22402",
"score": null,
"sort": [
1341327619000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1341327619,
"format": "aside",
"disqusTitle": "How Will Student Data Be Used?",
"title": "How Will Student Data Be Used?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511.jpg\">\u003cimg class=\"alignright size-large wp-image-22588\" title=\"99760451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511-620x328.jpg\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Over the next few months, a handful of states will take early steps to try to solve a problem that's become a by-product of the digital age: navigating the flood of student data.\u003c/p>\n\u003cp>Right now, all sorts of student data are being kept in everything from testing programs and instructional software to grade books and learning management systems. But the data are often trapped in the program and not easily extracted or combined with other data on the same student, creating the educational equivalent of the Hotel California: data can check in any time it likes, but it can never leave. Or be used effectively by teachers.\u003c/p>\n\u003cp>So a new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. That is, as long as the effort can address concerns about technology, privacy, and whether enough education companies will want to build products for a system that could undermine parts of their own businesses.\u003c/p>\n\u003cp>In a nutshell, this describes the complicated Shared Learning Infrastructure, being built by the near-namesake \u003ca href=\"http://slcedu.org/\">Shared Learning Collaborative\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. Think of twin buckets in the cloud:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. The main part of the Shared Learning Infrastructure is a huge, carefully structured bucket: the data store/warehouse, which holds, well, a bucket-load of student data across grades and subjects, such as individual student names, demographic information, discipline history, grades, test results, teachers, attendance, graduation requirements, even detail of standards mastered.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This is all data that schools already have, but it’s not necessarily stored all in the same place, in the same way (think of the historic tech disconnect of Beta vs. VHS videotape formats), or even synched and easily available when it’s needed. SLI is designed to serve all these needs and be based on technology that will be open source, free for states and districts to use, modify and share -- all appealing to administrators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "22402 http://blogs.kqed.org/mindshift/?p=22402",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/07/03/how-will-student-data-be-used/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1708,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 24
},
"modified": 1341858994,
"excerpt": "A new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. ",
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using "free" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. ",
"title": "How Will Student Data Be Used? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Will Student Data Be Used?",
"datePublished": "2012-07-03T08:00:19-07:00",
"dateModified": "2012-07-09T11:36:34-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-will-student-data-be-used",
"status": "publish",
"path": "/mindshift/22402/how-will-student-data-be-used",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511.jpg\">\u003cimg class=\"alignright size-large wp-image-22588\" title=\"99760451\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/997604511-620x328.jpg\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Over the next few months, a handful of states will take early steps to try to solve a problem that's become a by-product of the digital age: navigating the flood of student data.\u003c/p>\n\u003cp>Right now, all sorts of student data are being kept in everything from testing programs and instructional software to grade books and learning management systems. But the data are often trapped in the program and not easily extracted or combined with other data on the same student, creating the educational equivalent of the Hotel California: data can check in any time it likes, but it can never leave. Or be used effectively by teachers.\u003c/p>\n\u003cp>So a new initiative, supported by state education leaders and funded by prominent foundations, plans to provide a place in the cloud for each state to store all data for every student, using \"free\" open source software. And, in the process, student achievement information will be connected to instructional apps and web resources. That is, as long as the effort can address concerns about technology, privacy, and whether enough education companies will want to build products for a system that could undermine parts of their own businesses.\u003c/p>\n\u003cp>In a nutshell, this describes the complicated Shared Learning Infrastructure, being built by the near-namesake \u003ca href=\"http://slcedu.org/\">Shared Learning Collaborative\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The SLI has had low visibility so far. Started in 2011, encouraged by the \u003ca href=\"http://ccsso.org/\">Council of Chief State School Officers\u003c/a> (the state superintendents of public instruction group that was one of the driving forces behind the Common Core State Standards), and funded by the Carnegie Corporation and Gates Foundation, the SLC has signed on \u003ca href=\"http://slcedu.org/states-districts/pilot-districts\">nine states\u003c/a> with the promise of creating a less expensive, more connected way to store student data with the potential to make student learning more personal.\u003c/p>\n\u003cp>\u003cstrong>WHERE WOULD THE DATA GO?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Perhaps the best way to understand the SLI initiative – this nuts-and-bolts, multi-state, grand-vision education technology project that just went into its pilot \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> – is to visualize plumbing. Think of twin buckets in the cloud:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. The main part of the Shared Learning Infrastructure is a huge, carefully structured bucket: the data store/warehouse, which holds, well, a bucket-load of student data across grades and subjects, such as individual student names, demographic information, discipline history, grades, test results, teachers, attendance, graduation requirements, even detail of standards mastered.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This is all data that schools already have, but it’s not necessarily stored all in the same place, in the same way (think of the historic tech disconnect of Beta vs. VHS videotape formats), or even synched and easily available when it’s needed. SLI is designed to serve all these needs and be based on technology that will be open source, free for states and districts to use, modify and share -- all appealing to administrators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. A second, companion bucket inside SLI is information about instructional content and materials. But it doesn’t hold the instructional resources themselves. This bucket provides pointers to the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">resources everywhere on the web\u003c/a>, leveraging tagging and indexes of the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a> and U.S. Department of Education \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>. And these resources, through the pointers, are aligned to the new Common Core standards. That alignment provides a connection between the instructional materials and the student test data in the first, big bucket.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The third part isn’t another bucket. It’s spigots and faucets that stick out of the buckets – the APIs, or Application Programming Interfaces. APIs are simply a way for school administration, instructional and assessment software outside of the bucket to receive a flow of information from inside the bucket and pour its own back in. This is what the school, teachers and students primarily work with: the software that works with the SLI, connected by the APIs.\u003c/p>\n\u003cp>The hope is that schools and students will be able to benefit when these pieces are connected. If a student changes schools, either by moving from one grade to another or simply moving, that student’s data would follow her in a consistent format (assuming the new school is also in a state that uses the SLI). Then, it's theoretically easier to understand a student’s -- or even an entire student group’s -- performance over time throughout their educational career, because all of that granular data, regardless of grade, is in one bucket.\u003c/p>\n\u003cp>Teachers and students could also benefit through easier-to-personalize instruction – a holy grail of education technology. Since the bucket of student data is explicitly tied to the Common Core standards, and the second bucket of content in the SLI is also tied to the same Common Core, connecting the two could create a clearer path to what needs to be learned based on what a student has shown he or she (or a group of students with similar learning patterns) does, or doesn’t, understand. As Brandt Redd, senior technology officer for education programs at the Gates Foundation, noted in a presentation at an \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">education industry conference\u003c/a>, SLI is part of the cycle, “How did I do? What don’t I know? How do I learn this? … That data isn’t getting back to the teachers and students.”\u003c/p>\n\u003cp>For their part, the pilot districts in the initial states see practical appeal in having one place to store and pull data rather than try to extract it from multiple administration, instructional and testing programs, all of which may not play nicely together. Tom Stella, assistant superintendent of Everett Public Schools in Massachusetts, summed up his district’s perspective at a Software and Information Industry Association \u003ca href=\"http://siia.net/index.php?option=com_docman&task=doc_download&gid=3468&Itemid=318\">SLC workshop\u003c/a> this spring in San Francisco: “The fewer places I have to go to get assessment data,” the better.\u003c/p>\n\u003cp>\u003cstrong>CARROTS AND STICKS FOR EDUCATION COMPANIES\u003c/strong>\u003c/p>\n\u003cp>But there are still a number of issues that remain before the spigots can be turned on. One of the biggest, of course, is that the technology all works, which is the point of a new \u003ca href=\"http://dev.slcedu.org/getting-started/sandbox\">developer’s Sandbox\u003c/a> that lets companies test applications.\u003c/p>\n\u003cp>A second is the privacy and security of student data. On its \u003ca href=\"http://slcedu.org/technology/privacy-and-security\">website\u003c/a>, the SLI prominently addresses this concern by stating that states, districts and schools \"retain ownership and control of their data,\" any existing privacy and security policies will continue, and it'll be the districts -- not the SLC -- that will determine which apps get data access.\" The SLC adds that it's building the technology so schools using it can be in compliance with the Family Educational Rights and Privacy Act (FERPA).\u003c/p>\n\u003cp>A third is how many education companies will build products that connect to the SLI and take advantage of its features.\u003c/p>\n\u003cp>This last piece isn’t a small detail. It’s pretty clear that the SLI could easily replace a good part of the data back end of a number of products, including student information systems. (One SLC official estimated, very cautiously, that 10-20% of such products are related to storing data.) Having ready-built student data storage could also make it easier for some companies to compete with those who already offer their own proprietary “personalized” products that they’ve engineered independently, and cause those companies to lose a competitive leg up.\u003c/p>\n\u003cp>With the education industry, SLC is using both the carrot and the stick. The carrot is the official stance.\u003c/p>\n\u003cp>“Students aren’t going to have a great educational experience (simply) because you solved the data problem again,” said Gates’ Sharren Bates at the Software and Information Industry Association’s \u003ca href=\"http://siia.net/etis/2012/schedule.asp\">Ed Tech Industry Summit\u003c/a> this spring.\u003c/p>\n\u003cp>Instead, she urged, let the SLC solve the data storage problem one more time, and let the industry focus on the tools that use it. Other advantages being touted to the industry are that early-stage and established companies will no longer have to figure out how to integrate their software with data software used by each district and state – as long as the software works with the SLI’s APIs, it will work.\u003c/p>\n\u003cp>The stick appears to be coming from the pilot states and districts themselves. At the same San Francisco workshop, at least one of three state and district representatives implied they wouldn’t even look at a product that didn’t work with the SLI once they start using it. But the promise for companies is based on the assumption that enough states and districts beyond the pilot phase will adopt it, creating a critical mass of potential customers to make education technology developers want to pay attention.\u003c/p>\n\u003cp>A myriad of other issues include how software that interacts with the SLI will be approved (both as a technical and policy matter) and who will approve it, the computing power and bandwidth required of schools, and – key – who will pay to maintain the Infrastructure and do new SLI development after it’s launched and foundation financial support ends.\u003c/p>\n\u003cp>The SLC has made it clear it’s aware of these issues and appears to be working in a similarly low-key-yet-persistent way to address them. In the meantime, its SLI has gone into \u003ca href=\"http://slcedu.org/blog/milepost-personalized-learning-journey-0\">alpha release\u003c/a> as of late June and plans a final release in December 2012 (assuming the Mayans don’t intrude). Committed to take part in the pilot are at least one school district in each of Massachusetts, New York, Illinois, North Carolina and Colorado, to be followed by Louisiana, Georgia, Delaware and Kentucky.\u003c/p>\n\u003cp>It’ll likely be some time in 2013 before we find out if the SLI will fully complete that complicated waterworks – or if it will become a fancy set of publicly owned buckets, attractive and exciting in design, but with spigots that remain closed because no one has constructed pipes to accept and renew the flow of data.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22402/how-will-student-data-be-used",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_631",
"mindshift_899",
"mindshift_898",
"mindshift_632"
],
"featImg": "mindshift_22588",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"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",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"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 />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"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.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"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",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"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.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"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",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"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": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"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)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"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": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"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",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"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",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"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": {
"site": "news",
"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/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"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",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts?author=4375&authorName=Frank Catalano": {
"isFetching": false,
"latestQuery": {
"from": 0,
"size": 9
},
"vitalsOnly": false,
"totalRequested": 7,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 7,
"relation": "eq"
},
"items": [
"mindshift_26942",
"mindshift_26416",
"mindshift_25674",
"mindshift_25116",
"mindshift_23857",
"mindshift_23220",
"mindshift_22402"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_895": {
"type": "terms",
"id": "mindshift_895",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "895",
"found": true
},
"relationships": {},
"featImg": null,
"name": "libraries",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "libraries Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 899,
"slug": "libraries",
"isLoading": false,
"link": "/mindshift/tag/libraries"
},
"mindshift_980": {
"type": "terms",
"id": "mindshift_980",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "980",
"found": true
},
"relationships": {},
"featImg": null,
"name": "maker movement",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "maker movement Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 985,
"slug": "maker-movement",
"isLoading": false,
"link": "/mindshift/tag/maker-movement"
},
"mindshift_369": {
"type": "terms",
"id": "mindshift_369",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "369",
"found": true
},
"relationships": {},
"featImg": null,
"name": "entrepreneurship",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "entrepreneurship Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 370,
"slug": "entrepreneurship",
"isLoading": false,
"link": "/mindshift/tag/entrepreneurship"
},
"mindshift_556": {
"type": "terms",
"id": "mindshift_556",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "556",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MIT",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MIT Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 559,
"slug": "mit",
"isLoading": false,
"link": "/mindshift/tag/mit"
},
"mindshift_749": {
"type": "terms",
"id": "mindshift_749",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "749",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Startup Weekend EDU",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Startup Weekend EDU Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 752,
"slug": "startup-weekend-edu",
"isLoading": false,
"link": "/mindshift/tag/startup-weekend-edu"
},
"mindshift_399": {
"type": "terms",
"id": "mindshift_399",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "399",
"found": true
},
"relationships": {},
"featImg": null,
"name": "blended learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "blended learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 400,
"slug": "blended-learning",
"isLoading": false,
"link": "/mindshift/tag/blended-learning"
},
"mindshift_81": {
"type": "terms",
"id": "mindshift_81",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "81",
"found": true
},
"relationships": {},
"featImg": null,
"name": "iPad",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "iPad Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 81,
"slug": "ipad",
"isLoading": false,
"link": "/mindshift/tag/ipad"
},
"mindshift_159": {
"type": "terms",
"id": "mindshift_159",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "159",
"found": true
},
"relationships": {},
"featImg": null,
"name": "open education resources",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "open education resources Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 159,
"slug": "open-education-resources",
"isLoading": false,
"link": "/mindshift/tag/open-education-resources"
},
"mindshift_65": {
"type": "terms",
"id": "mindshift_65",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "65",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Technology in Schools",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Technology in Schools Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 65,
"slug": "technology-in-schools",
"isLoading": false,
"link": "/mindshift/tag/technology-in-schools"
},
"mindshift_134": {
"type": "terms",
"id": "mindshift_134",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "134",
"found": true
},
"relationships": {},
"featImg": null,
"name": "apps",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "apps Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 134,
"slug": "apps",
"isLoading": false,
"link": "/mindshift/tag/apps"
},
"mindshift_972": {
"type": "terms",
"id": "mindshift_972",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "972",
"found": true
},
"relationships": {},
"featImg": null,
"name": "books",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "books Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 977,
"slug": "books",
"isLoading": false,
"link": "/mindshift/tag/books"
},
"mindshift_550": {
"type": "terms",
"id": "mindshift_550",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "550",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Reading",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Reading Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 553,
"slug": "reading",
"isLoading": false,
"link": "/mindshift/tag/reading"
},
"mindshift_548": {
"type": "terms",
"id": "mindshift_548",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "548",
"found": true
},
"relationships": {},
"featImg": null,
"name": "game-based learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "game-based learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 551,
"slug": "game-based-learning",
"isLoading": false,
"link": "/mindshift/tag/game-based-learning"
},
"mindshift_20902": {
"type": "terms",
"id": "mindshift_20902",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20902",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Games",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Games Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 67,
"slug": "games",
"isLoading": false,
"link": "/mindshift/tag/games"
},
"mindshift_282": {
"type": "terms",
"id": "mindshift_282",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "282",
"found": true
},
"relationships": {},
"featImg": null,
"name": "game design",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "game design Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 283,
"slug": "game-design",
"isLoading": false,
"link": "/mindshift/tag/game-design"
},
"mindshift_631": {
"type": "terms",
"id": "mindshift_631",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "631",
"found": true
},
"relationships": {},
"featImg": null,
"name": "data",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "data Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 634,
"slug": "data",
"isLoading": false,
"link": "/mindshift/tag/data"
},
"mindshift_899": {
"type": "terms",
"id": "mindshift_899",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "899",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Shared Learning Collaborative",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Shared Learning Collaborative Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 903,
"slug": "shared-learning-collaborative",
"isLoading": false,
"link": "/mindshift/tag/shared-learning-collaborative"
},
"mindshift_898": {
"type": "terms",
"id": "mindshift_898",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "898",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Shared Learning Infrastructure",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Shared Learning Infrastructure Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 902,
"slug": "shared-learning-infrastructure",
"isLoading": false,
"link": "/mindshift/tag/shared-learning-infrastructure"
},
"mindshift_632": {
"type": "terms",
"id": "mindshift_632",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "632",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student data systems",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student data systems Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 635,
"slug": "student-data-systems",
"isLoading": false,
"link": "/mindshift/tag/student-data-systems"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
