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"content": "\u003cfigure id=\"attachment_29487\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29487\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/LibraryForAll.jpg\" alt=\"LibraryForAll\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Between the high cost of buying and shipping books and the decreasing expense of buying mobile devices and services, connecting students in the developing world to badly needed educational texts and visuals is becoming more realistic, in some cases, as a digital endeavor.\u003c/p>\n\u003cp>But there's no clear evidence that just handing out classroom sets of low-cost tablets and laptops—such as those manufactured through the \u003ca href=\"http://one.laptop.org/\">One Laptop Per Child\u003c/a> campaign— will bring substantial educational change. And that's where \u003ca href=\"http://libraryforall.org/\">Library for All\u003c/a> hopes to step in.\u003c/p>\n\u003cp>This fall, the startup-charity hybrid out of New York is preparing to pilot in a Haitian school a mobile learning library it believes can help turn access to tablets, smartphones, and legacy phones into substantially improved access to content at resource-starved schools.\u003c/p>\n\u003cp>While much of this content is already freely available on the Web, the Library for All belief is that a formal, centralized repository will help teachers who otherwise would've struggled to locate them.\u003c/p>\n\u003cp>“A lot of the teachers we're working with, and the students also, they've never really used technology,” says Library for All co-founder and COO Tanyella Evans. “And if they're surfing the Internet to find free content they can use, it's very challenging.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The site will provide lessons, diagrams, and other resources in a less graphic, simplified form that won't cut into a school's bandwidth or data bill—which is important since pay-as-you-go data models are still common in many developing nations. With help from partner \u003ca href=\"http://www.thoughtworks.com/\">ThoughtWorks\u003c/a>* the platform will be developed on tablets kept, in part because of the belief is that students can intuitively figure out how to use tablets, Evans said.\u003c/p>\n\u003cp>The pilot will be tested in a 500-student K-9 school in Respire, Haiti. Currently, Library for All is nearing a $100,000 threshold for a \u003ca href=\"http://libraryforall.org/kickstarter\">Kickstarter campaign\u003c/a> aimed at funding elements of the program. More than half of that money will go toward creating the library itself, with help from volunteer partners Amplify, while the rest will be funneled to labor and travel expenses associated with launching the pilot, Evans said.\u003c/p>\n\u003cp>If all goes well, the hope is NGOs who are already involved in device-for-student programs around the globe will see Library for All as an intermediary that ensures quality content delivery. Sustainability, then, would mean Library for All would provide those NGOs its service for a fee, rather than running the distribution to schools around the globe itself.\u003c/p>\n\u003cp>“We're never going to distribute tablets to kids in developing countries,” Evans said. “We're about empowering those who already know the community needs and already have a lab or tablets and don't know what to do with them.”\u003c/p>\n\u003cp>Here's more about what Evans and the team at Library for All will be evaluating during the pilot:\u003c/p>\n\u003cp>\u003cstrong>PLATFORM FUNCTIONALITY\u003c/strong>\u003c/p>\n\u003cp>A key question is whether the library will be able to feature visual content—maps, diagrams, and illustrations—that is otherwise extremely rare in Haitian classrooms. Ideally, Evans said, Library for All would like to be able to at least add low-res video in some future iterations of the platform.\u003c/p>\n\u003cp>Also important, she said, will be how well the library's search functions are understood and used by teachers. Going forward, they will be tailored specifically for the needs of developing nations to specify for age-level, reading level, language, and subject.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMPREHENSION AND COMFORT\u003c/strong>\u003c/p>\n\u003cp>Library for All will actually be testing two different models of its implementation in the school in Respire, one which requires more involvement and technology mastery from each individual teacher than the other.\u003c/p>\n\u003cp>In one model, students will work with the library once a week during a session at the school media center led by a specialized instructor. In the other, devices—perhaps classroom tablet carts—will be stationed in regular classrooms to push teachers to incorporate the devices and the library within their teaching, perhaps an exceptional challenge given most teachers' lack of experience with technology.\u003c/p>\n\u003cp>\u003cstrong>WHO GETS INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Evans says Library for All has already enlisted several proprietary and open content partners, including two well-known educational names, Penguin and Scholastic, for the pilot program. Helping to grow that partner list, especially as the project expands to serve NGOs serving a wide range of language and cultural needs, will be imperative to its success. It is expected, however, that Library for All will consider whether it can serve multiple communities with the same language needs as it expands, Evans added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article originally referenced Amplify as the partner company. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29487\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29487\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/LibraryForAll.jpg\" alt=\"LibraryForAll\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/LibraryForAll-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Between the high cost of buying and shipping books and the decreasing expense of buying mobile devices and services, connecting students in the developing world to badly needed educational texts and visuals is becoming more realistic, in some cases, as a digital endeavor.\u003c/p>\n\u003cp>But there's no clear evidence that just handing out classroom sets of low-cost tablets and laptops—such as those manufactured through the \u003ca href=\"http://one.laptop.org/\">One Laptop Per Child\u003c/a> campaign— will bring substantial educational change. And that's where \u003ca href=\"http://libraryforall.org/\">Library for All\u003c/a> hopes to step in.\u003c/p>\n\u003cp>This fall, the startup-charity hybrid out of New York is preparing to pilot in a Haitian school a mobile learning library it believes can help turn access to tablets, smartphones, and legacy phones into substantially improved access to content at resource-starved schools.\u003c/p>\n\u003cp>While much of this content is already freely available on the Web, the Library for All belief is that a formal, centralized repository will help teachers who otherwise would've struggled to locate them.\u003c/p>\n\u003cp>“A lot of the teachers we're working with, and the students also, they've never really used technology,” says Library for All co-founder and COO Tanyella Evans. “And if they're surfing the Internet to find free content they can use, it's very challenging.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The site will provide lessons, diagrams, and other resources in a less graphic, simplified form that won't cut into a school's bandwidth or data bill—which is important since pay-as-you-go data models are still common in many developing nations. With help from partner \u003ca href=\"http://www.thoughtworks.com/\">ThoughtWorks\u003c/a>* the platform will be developed on tablets kept, in part because of the belief is that students can intuitively figure out how to use tablets, Evans said.\u003c/p>\n\u003cp>The pilot will be tested in a 500-student K-9 school in Respire, Haiti. Currently, Library for All is nearing a $100,000 threshold for a \u003ca href=\"http://libraryforall.org/kickstarter\">Kickstarter campaign\u003c/a> aimed at funding elements of the program. More than half of that money will go toward creating the library itself, with help from volunteer partners Amplify, while the rest will be funneled to labor and travel expenses associated with launching the pilot, Evans said.\u003c/p>\n\u003cp>If all goes well, the hope is NGOs who are already involved in device-for-student programs around the globe will see Library for All as an intermediary that ensures quality content delivery. Sustainability, then, would mean Library for All would provide those NGOs its service for a fee, rather than running the distribution to schools around the globe itself.\u003c/p>\n\u003cp>“We're never going to distribute tablets to kids in developing countries,” Evans said. “We're about empowering those who already know the community needs and already have a lab or tablets and don't know what to do with them.”\u003c/p>\n\u003cp>Here's more about what Evans and the team at Library for All will be evaluating during the pilot:\u003c/p>\n\u003cp>\u003cstrong>PLATFORM FUNCTIONALITY\u003c/strong>\u003c/p>\n\u003cp>A key question is whether the library will be able to feature visual content—maps, diagrams, and illustrations—that is otherwise extremely rare in Haitian classrooms. Ideally, Evans said, Library for All would like to be able to at least add low-res video in some future iterations of the platform.\u003c/p>\n\u003cp>Also important, she said, will be how well the library's search functions are understood and used by teachers. Going forward, they will be tailored specifically for the needs of developing nations to specify for age-level, reading level, language, and subject.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMPREHENSION AND COMFORT\u003c/strong>\u003c/p>\n\u003cp>Library for All will actually be testing two different models of its implementation in the school in Respire, one which requires more involvement and technology mastery from each individual teacher than the other.\u003c/p>\n\u003cp>In one model, students will work with the library once a week during a session at the school media center led by a specialized instructor. In the other, devices—perhaps classroom tablet carts—will be stationed in regular classrooms to push teachers to incorporate the devices and the library within their teaching, perhaps an exceptional challenge given most teachers' lack of experience with technology.\u003c/p>\n\u003cp>\u003cstrong>WHO GETS INVOLVED?\u003c/strong>\u003c/p>\n\u003cp>Evans says Library for All has already enlisted several proprietary and open content partners, including two well-known educational names, Penguin and Scholastic, for the pilot program. Helping to grow that partner list, especially as the project expands to serve NGOs serving a wide range of language and cultural needs, will be imperative to its success. It is expected, however, that Library for All will consider whether it can serve multiple communities with the same language needs as it expands, Evans added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article originally referenced Amplify as the partner company. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28954\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-28954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/Kids-computers1.jpg\" alt=\"Kids-computers1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If your local school system offers computer science courses, chances are those courses are electives that won't count toward core science or mathematics credit. The implicit message is that, while those skills may prove important for some students' futures, they aren't as transferable to a wide range of occupations as, say, Algebra 2 or Biology.\u003c/p>\n\u003cp>But students like Sam Blazes and Wilfried Hounyo, two winners in the 2012 \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge\u003c/a>, say they see their passion for \u003ca href=\"http://en.wikipedia.org/wiki/Computer_programming\">computer programming\u003c/a> is potentially leading them into a wide range of future professions.\u003c/p>\n\u003cp>“There's no specific place you can plan on going because there are so many different things you can do with programming,\" Blazes told an audience during a panel discussion at \u003cem>The Atlantic\u003c/em> magazine's \u003ca href=\"http://events.theatlantic.com/technologies-education/2013/\">Technologies in Education Forum\u003c/a> earlier this month. “You can do pretty much anything with it that you can program.”\u003c/p>\n\u003cp>That's because computer programming is a study of \u003ca href=\"http://en.wikipedia.org/wiki/List_of_programming_languages\">languages\u003c/a> more than of technology or mechanics. And command of those languages allows programmers to control the functionality of anything that is driven by a computer.\u003c/p>\n\u003cp>For example, Blazes and Hounyo, both now high school students in the Washington, D.C. area, each won acclaim for helping to design educational video games. But they both said they initially \u003c!--more-->embraced programming through school robotics clubs, where students not only build robots, but work to write code that can control robots' movements and reactions. And as Blazes pointed out, the same skills could also be used for a wide range of career purposes, such as constructing meteorological simulations, making financial predictions, or creating personalized online learning curricula.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yet in most secondary educational settings, programming is treated as a primarily technological pursuit with a far narrower potential application. One reason may be a simple lack of community exposure, said U.S. Sen. Amy Klobuchar (D-Minn.) in a separate conversation at the May 15 event.\u003c/p>\n\u003cp>“It's really easy in a town like Rochester, Minn., where you can see you can get a two-year degree (in computer science) and you can get a job at IBM or (the) Mayo” Clinic nearby,\" said Klobuchar, referencing one industrial town in her state where there is widespread need for employees with programming ability. “They see a connection. That doesn't happen all the time with inner city kids or kids in small towns.”\u003c/p>\n\u003cp>Blazes and Hounyo say they have experienced a range of academic and extra-curricular benefits as a result of their pursuit of programming:\u003c/p>\n\u003cp>\u003cstrong>1. SUBJECT MASTERY\u003c/strong>\u003c/p>\n\u003cp>A primary use of programming is to lead a user through the acquisition of knowledge, whether it's through a traditional lesson or an educational game like those created by Blazes and Hounyo. To lead a user through a range of possible options requires a coder to understand all those options and their implications. Blazes, for example, had to master the basic principals of genetics before creating his game, while Hounyo's team had to learn about the principals of electricity.\u003c/p>\n\u003cp>\u003cstrong>2. SYSTEMS THINKING\u003c/strong>\u003c/p>\n\u003cp>Whether writing code to lead a player through a game or a robot up a pyramid, the programming process requires an understanding of how possible inputs and outcomes effect one another. Further, as students move from their first programming language to others, they also learn what organizational elements are universal and what elements may be specific to a particular coding language.\u003c/p>\n\u003cp>“They're all sort of the same grammatical structures, and there are sort of different dialects, key words, or quirks to them that you sort of have to learn,” Blazes said of the coding languages he's learned.\u003c/p>\n\u003cp>\u003cstrong>3. COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Most programming projects are multiple-person efforts because the pursuit lends itself well to specialization. For example, if a group of students are creating an educational game, one may have a firmer grasp of the subject matter, while another may be the head coder, and the third may be the visual artist. Some students are actually drawn into programming because of collaborative environments.\u003c/p>\n\u003cp>“I joined my school robotics team, and we did an awesome first season, and I got hooked to robotics ever since,” Hounyo said. “There are students and mentors working together, and they program the robot to do different tasks, from basic to higher levels.”\u003c/p>\n\u003cp>\u003cstrong>4. PASSION\u003c/strong>\u003c/p>\n\u003cp>Both Blazes and Hounyo pursued programming out of their own interest, and suggested not all of their school classmates would be engaged by a formal computer programming education. But they also said the constructive nature of programming allows students who are passionate about it to harness that interest and take it as far as they might dare.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Programming is fun to me,” Blazes said. “It's something that I can sort of do and have fun and work on, and I can feel a sort of sense of accomplishment when I start working on stuff and even finish something.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28954\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-28954\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/Kids-computers1.jpg\" alt=\"Kids-computers1\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/Kids-computers1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If your local school system offers computer science courses, chances are those courses are electives that won't count toward core science or mathematics credit. The implicit message is that, while those skills may prove important for some students' futures, they aren't as transferable to a wide range of occupations as, say, Algebra 2 or Biology.\u003c/p>\n\u003cp>But students like Sam Blazes and Wilfried Hounyo, two winners in the 2012 \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge\u003c/a>, say they see their passion for \u003ca href=\"http://en.wikipedia.org/wiki/Computer_programming\">computer programming\u003c/a> is potentially leading them into a wide range of future professions.\u003c/p>\n\u003cp>“There's no specific place you can plan on going because there are so many different things you can do with programming,\" Blazes told an audience during a panel discussion at \u003cem>The Atlantic\u003c/em> magazine's \u003ca href=\"http://events.theatlantic.com/technologies-education/2013/\">Technologies in Education Forum\u003c/a> earlier this month. “You can do pretty much anything with it that you can program.”\u003c/p>\n\u003cp>That's because computer programming is a study of \u003ca href=\"http://en.wikipedia.org/wiki/List_of_programming_languages\">languages\u003c/a> more than of technology or mechanics. And command of those languages allows programmers to control the functionality of anything that is driven by a computer.\u003c/p>\n\u003cp>For example, Blazes and Hounyo, both now high school students in the Washington, D.C. area, each won acclaim for helping to design educational video games. But they both said they initially \u003c!--more-->embraced programming through school robotics clubs, where students not only build robots, but work to write code that can control robots' movements and reactions. And as Blazes pointed out, the same skills could also be used for a wide range of career purposes, such as constructing meteorological simulations, making financial predictions, or creating personalized online learning curricula.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet in most secondary educational settings, programming is treated as a primarily technological pursuit with a far narrower potential application. One reason may be a simple lack of community exposure, said U.S. Sen. Amy Klobuchar (D-Minn.) in a separate conversation at the May 15 event.\u003c/p>\n\u003cp>“It's really easy in a town like Rochester, Minn., where you can see you can get a two-year degree (in computer science) and you can get a job at IBM or (the) Mayo” Clinic nearby,\" said Klobuchar, referencing one industrial town in her state where there is widespread need for employees with programming ability. “They see a connection. That doesn't happen all the time with inner city kids or kids in small towns.”\u003c/p>\n\u003cp>Blazes and Hounyo say they have experienced a range of academic and extra-curricular benefits as a result of their pursuit of programming:\u003c/p>\n\u003cp>\u003cstrong>1. SUBJECT MASTERY\u003c/strong>\u003c/p>\n\u003cp>A primary use of programming is to lead a user through the acquisition of knowledge, whether it's through a traditional lesson or an educational game like those created by Blazes and Hounyo. To lead a user through a range of possible options requires a coder to understand all those options and their implications. Blazes, for example, had to master the basic principals of genetics before creating his game, while Hounyo's team had to learn about the principals of electricity.\u003c/p>\n\u003cp>\u003cstrong>2. SYSTEMS THINKING\u003c/strong>\u003c/p>\n\u003cp>Whether writing code to lead a player through a game or a robot up a pyramid, the programming process requires an understanding of how possible inputs and outcomes effect one another. Further, as students move from their first programming language to others, they also learn what organizational elements are universal and what elements may be specific to a particular coding language.\u003c/p>\n\u003cp>“They're all sort of the same grammatical structures, and there are sort of different dialects, key words, or quirks to them that you sort of have to learn,” Blazes said of the coding languages he's learned.\u003c/p>\n\u003cp>\u003cstrong>3. COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Most programming projects are multiple-person efforts because the pursuit lends itself well to specialization. For example, if a group of students are creating an educational game, one may have a firmer grasp of the subject matter, while another may be the head coder, and the third may be the visual artist. Some students are actually drawn into programming because of collaborative environments.\u003c/p>\n\u003cp>“I joined my school robotics team, and we did an awesome first season, and I got hooked to robotics ever since,” Hounyo said. “There are students and mentors working together, and they program the robot to do different tasks, from basic to higher levels.”\u003c/p>\n\u003cp>\u003cstrong>4. PASSION\u003c/strong>\u003c/p>\n\u003cp>Both Blazes and Hounyo pursued programming out of their own interest, and suggested not all of their school classmates would be engaged by a formal computer programming education. But they also said the constructive nature of programming allows students who are passionate about it to harness that interest and take it as far as they might dare.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Programming is fun to me,” Blazes said. “It's something that I can sort of do and have fun and work on, and I can feel a sort of sense of accomplishment when I start working on stuff and even finish something.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Parents Want Kids to Use Mobile Devices in Schools ",
"title": "Parents Want Kids to Use Mobile Devices in Schools ",
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"content": "\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n",
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"description": "Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices could cut across the digital divide created by socioeconomic boundaries. Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Game On: Physics Teacher Creates World of Classcraft ",
"title": "Game On: Physics Teacher Creates World of Classcraft ",
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"content": "\u003cfigure id=\"attachment_28496\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28496\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Screen-Shot-2013-04-29-at-4.58.16-PM-620x308.png\" alt=\"Screen-Shot-2013-04-29-at-4.58.16-PM\" width=\"620\" height=\"308\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In creating \u003ca href=\"http://worldofclasscraft.com/en/\">World of Classcraft\u003c/a>, a not-so-subtle nod to the world's most popular \u003ca href=\"https://us.battle.net/account/creation/wow/signup/\">online role-playing game\u003c/a>, Quebec-based physics teacher Shawn Young has turned the everyday interactions of his classroom into a quest to gain special powers and avoid death.\u003c/p>\n\u003cp>In a manner similar to other \u003ca href=\"https://en.wikipedia.org/wiki/Role-playing_game\">role-playing games\u003c/a>, students assume a class—in this case a Mage, a Warrior, or a Healer—that each boasts \u003ca href=\"http://worldofclasscraft.com/classes-and-powers/\">specific abilities\u003c/a>. Working in teams of roughly six to eight students, Young said each student aspires to gain experience points related to positive classroom interactions, and avoid losing hit points for negative activities.\u003c/p>\n\u003cp>For example, students get 50 experience points for finding a mistake in class notes; 60 points for answering a classroom question correctly; and 100 experience points for good attitude and participation throughout class.\u003c/p>\n\u003cp>Alternately, students get -10 hit points for arriving late to class and arguing with the game master (teacher) and -30 points for not fishing homework.\u003c/p>\n\u003cp>Gain 1000 hit points, and a student wins a power point that can be traded for certain powers. The more power points a student gains, the better power he or she can purchase. For example, a Mage can purchase the right to be two minutes late to class for just 10 power points. For 40 power points, he or she can get a hint for the entire team on an exam question. The powers available, and \u003c!--more-->how many points they're worth, vary depending on which class a student chooses to assume.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lose all of your hit points, and you succumb to a roll of the death die. It can land on several outcomes that have to be honored, including having less time than the rest of a class to work on a paper, a visit to Saturday morning detention, or having to hand-copy a portion of a text.\u003c/p>\n\u003cp>Young, an experienced role-playing gamer himself, created the game after a suggestion from a few role-playing students, and consulted several students to help conceive the possible rewards and drawbacks from participation. He implemented the game last spring—students are not forced to participate, but once they agree to participate, they're not allowed to quit simply to avoid negative consequences. So far, of his 100 students during two years of implementing the game, roughly 90 percent have chosen to participate, he said.\u003c/p>\n\u003cp>Despite the reputation of role-playing games being a male-dominated past-time, Young says he's seen equal gender participation.\u003c/p>\n\u003cp>“It's surprising because of the theme, but not so surprising because the powers are really good,” he said. “The incentive is strong enough.”\u003c/p>\n\u003cp>Young also noted that the game is created so that, although students in each class are divided into teams, they are not competing against each other, since part of the aim of the game is to foster classroom collaboration.\u003c/p>\n\u003cp>While Young has built an online engine to calculate points and keep track of students' progress, the game does not require students to have consistent computer access, nor does it directly measure students' content mastery.\u003c/p>\n\u003cp>“It's an extra layer on top of the class,” said Young, who also works as a Web developer in addition to his role teaching at Seminaire Salesien in Sherbrooke, Quebec. “It's unrelated to the curriculum. It's more around defining the classroom experience.”\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003c/strong>\u003c/p>\n\u003cp>Thanks to interest that developed partly after the game was \u003ca href=\"http://www.reddit.com/r/MMORPG/comments/1b6a6c/world_of_classcraft_inspires_kids_to_work_hard_in/\">featured on Reddit\u003c/a>, Young has launched a \u003ca href=\"http://www.kickstarter.com/discover/cities/sherbrooke-can?ref=card\">Kickstarter online fundraising campaign\u003c/a> to create a Web-based version of the game that can be accessed by students and teachers worldwide.\u003c/p>\n\u003cp>The goal for the drive is $75,000. Funds generated from it will go toward expenses, Young said, including hiring artists to make the game more visually appealing, creating a user interface that allows teachers to customize the game for their class without knowledge of software coding, and building capacity to host several thousands of users at one time.\u003c/p>\n\u003cp>If the drive reaches the goal, the game could be available to the general public as early as the late fall, Young said. If not, he said he still hopes other teachers will build upon the idea.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's been a lot of fun, just genuine fun, and the impact in the classroom has been really, really positive,” Young said. “If this Kickstarter (drive) doesn't work, people should still look at games for education. We're at the beginning of that, and it's an exciting time to start working on that. But we need to push that vision out there.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28496\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-28496\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/Screen-Shot-2013-04-29-at-4.58.16-PM-620x308.png\" alt=\"Screen-Shot-2013-04-29-at-4.58.16-PM\" width=\"620\" height=\"308\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In creating \u003ca href=\"http://worldofclasscraft.com/en/\">World of Classcraft\u003c/a>, a not-so-subtle nod to the world's most popular \u003ca href=\"https://us.battle.net/account/creation/wow/signup/\">online role-playing game\u003c/a>, Quebec-based physics teacher Shawn Young has turned the everyday interactions of his classroom into a quest to gain special powers and avoid death.\u003c/p>\n\u003cp>In a manner similar to other \u003ca href=\"https://en.wikipedia.org/wiki/Role-playing_game\">role-playing games\u003c/a>, students assume a class—in this case a Mage, a Warrior, or a Healer—that each boasts \u003ca href=\"http://worldofclasscraft.com/classes-and-powers/\">specific abilities\u003c/a>. Working in teams of roughly six to eight students, Young said each student aspires to gain experience points related to positive classroom interactions, and avoid losing hit points for negative activities.\u003c/p>\n\u003cp>For example, students get 50 experience points for finding a mistake in class notes; 60 points for answering a classroom question correctly; and 100 experience points for good attitude and participation throughout class.\u003c/p>\n\u003cp>Alternately, students get -10 hit points for arriving late to class and arguing with the game master (teacher) and -30 points for not fishing homework.\u003c/p>\n\u003cp>Gain 1000 hit points, and a student wins a power point that can be traded for certain powers. The more power points a student gains, the better power he or she can purchase. For example, a Mage can purchase the right to be two minutes late to class for just 10 power points. For 40 power points, he or she can get a hint for the entire team on an exam question. The powers available, and \u003c!--more-->how many points they're worth, vary depending on which class a student chooses to assume.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lose all of your hit points, and you succumb to a roll of the death die. It can land on several outcomes that have to be honored, including having less time than the rest of a class to work on a paper, a visit to Saturday morning detention, or having to hand-copy a portion of a text.\u003c/p>\n\u003cp>Young, an experienced role-playing gamer himself, created the game after a suggestion from a few role-playing students, and consulted several students to help conceive the possible rewards and drawbacks from participation. He implemented the game last spring—students are not forced to participate, but once they agree to participate, they're not allowed to quit simply to avoid negative consequences. So far, of his 100 students during two years of implementing the game, roughly 90 percent have chosen to participate, he said.\u003c/p>\n\u003cp>Despite the reputation of role-playing games being a male-dominated past-time, Young says he's seen equal gender participation.\u003c/p>\n\u003cp>“It's surprising because of the theme, but not so surprising because the powers are really good,” he said. “The incentive is strong enough.”\u003c/p>\n\u003cp>Young also noted that the game is created so that, although students in each class are divided into teams, they are not competing against each other, since part of the aim of the game is to foster classroom collaboration.\u003c/p>\n\u003cp>While Young has built an online engine to calculate points and keep track of students' progress, the game does not require students to have consistent computer access, nor does it directly measure students' content mastery.\u003c/p>\n\u003cp>“It's an extra layer on top of the class,” said Young, who also works as a Web developer in addition to his role teaching at Seminaire Salesien in Sherbrooke, Quebec. “It's unrelated to the curriculum. It's more around defining the classroom experience.”\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003c/strong>\u003c/p>\n\u003cp>Thanks to interest that developed partly after the game was \u003ca href=\"http://www.reddit.com/r/MMORPG/comments/1b6a6c/world_of_classcraft_inspires_kids_to_work_hard_in/\">featured on Reddit\u003c/a>, Young has launched a \u003ca href=\"http://www.kickstarter.com/discover/cities/sherbrooke-can?ref=card\">Kickstarter online fundraising campaign\u003c/a> to create a Web-based version of the game that can be accessed by students and teachers worldwide.\u003c/p>\n\u003cp>The goal for the drive is $75,000. Funds generated from it will go toward expenses, Young said, including hiring artists to make the game more visually appealing, creating a user interface that allows teachers to customize the game for their class without knowledge of software coding, and building capacity to host several thousands of users at one time.\u003c/p>\n\u003cp>If the drive reaches the goal, the game could be available to the general public as early as the late fall, Young said. If not, he said he still hopes other teachers will build upon the idea.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's been a lot of fun, just genuine fun, and the impact in the classroom has been really, really positive,” Young said. “If this Kickstarter (drive) doesn't work, people should still look at games for education. We're at the beginning of that, and it's an exciting time to start working on that. But we need to push that vision out there.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Design Challenge to Students: Solve a Real-World Problem!",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/IMG_0762.jpg\" alt=\"IMG_0762\" title=\"\" width=\"399\" height=\"281\" class=\"size-full wp-image-28417\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762.jpg 399w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762-320x225.jpg 320w\" sizes=\"(max-width: 399px) 100vw, 399px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the \u003ca href=\"http://www.designlearning.us/\">Design Learning Challenge\u003c/a>, an effort to get students to figure out how to solve real-world problems in their communities.\u003c/p>\n\u003cp>Combining \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning, \u003c/a>with an emphasis on the arts and design thinking, this academic competition now in its third year -- a partnership between the \u003ca href=\"http://www.idsa.org/k-12-design\">Industrial Designers Society of America\u003c/a>, or IDSA, and the \u003ca href=\"http://www.arteducators.org/\">National Art Education Association\u003c/a>, or NAEA -- has more than 750 students participating this year.\u003c/p>\n\u003cp>Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to use \u003c!--more-->skills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.\u003c/p>\n\u003cp>Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The challenge is divided into two age categories: students in \u003ca href=\"http://www.designlearning.us/grade-k-4-sample-problems\">grades K-4\u003c/a> and \u003ca href=\"http://www.designlearning.us/grade-5-12-sample-problems\">grades 5-12,\u003c/a> and teachers can find suggestions for project ideas.\u003c/p>\n\u003cp>For grades K-4, one of the \u003ca href=\"https://sites.google.com/site/designlearningchallenge/grade-k-4-sample-problems\">suggested challenges\u003cstrong>\u003c/strong> \u003c/a>\u003cstrong>\u003c/strong>is, for example, \"Where do I put my stuff?\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM: \u003c/strong>Young students struggle to organize and manage their stuff at school\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?\u003c/p>\n\u003cp>For grades 5-12, a sample challenge is \"Transform Time and Space.\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM:\u003c/strong> Teenagers in your neighborhood lack a \u003ca href=\"http://americanteencaves.shutterfly.com/\" rel=\"nofollow\" target=\"_blank\">safe place to gather and socialize with friends\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?\u003c/p>\n\u003cp>But competitors are expected ultimately to define their own parameters, with this five-step process:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EXPLORE\u003c/strong> concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.\u003c/li>\n\u003cli>\u003cstrong>DESCRIBE\u003c/strong> the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.\u003c/li>\n\u003cli>\u003cstrong>EXPLAIN\u003c/strong> how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATE\u003c/strong> the project in process by creating a \u003ca href=\"http://sites.google.com/\">Google Site\u003c/a> to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.\u003c/li>\n\u003cli>\u003cstrong>EVALUATE\u003c/strong> project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.\u003c/li>\n\u003c/ul>\n\u003cp>Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.\u003c/p>\n\u003cp>There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge's participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/IMG_0762.jpg\" alt=\"IMG_0762\" title=\"\" width=\"399\" height=\"281\" class=\"size-full wp-image-28417\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762.jpg 399w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762-320x225.jpg 320w\" sizes=\"(max-width: 399px) 100vw, 399px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the \u003ca href=\"http://www.designlearning.us/\">Design Learning Challenge\u003c/a>, an effort to get students to figure out how to solve real-world problems in their communities.\u003c/p>\n\u003cp>Combining \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning, \u003c/a>with an emphasis on the arts and design thinking, this academic competition now in its third year -- a partnership between the \u003ca href=\"http://www.idsa.org/k-12-design\">Industrial Designers Society of America\u003c/a>, or IDSA, and the \u003ca href=\"http://www.arteducators.org/\">National Art Education Association\u003c/a>, or NAEA -- has more than 750 students participating this year.\u003c/p>\n\u003cp>Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to use \u003c!--more-->skills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.\u003c/p>\n\u003cp>Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The challenge is divided into two age categories: students in \u003ca href=\"http://www.designlearning.us/grade-k-4-sample-problems\">grades K-4\u003c/a> and \u003ca href=\"http://www.designlearning.us/grade-5-12-sample-problems\">grades 5-12,\u003c/a> and teachers can find suggestions for project ideas.\u003c/p>\n\u003cp>For grades K-4, one of the \u003ca href=\"https://sites.google.com/site/designlearningchallenge/grade-k-4-sample-problems\">suggested challenges\u003cstrong>\u003c/strong> \u003c/a>\u003cstrong>\u003c/strong>is, for example, \"Where do I put my stuff?\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM: \u003c/strong>Young students struggle to organize and manage their stuff at school\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?\u003c/p>\n\u003cp>For grades 5-12, a sample challenge is \"Transform Time and Space.\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM:\u003c/strong> Teenagers in your neighborhood lack a \u003ca href=\"http://americanteencaves.shutterfly.com/\" rel=\"nofollow\" target=\"_blank\">safe place to gather and socialize with friends\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?\u003c/p>\n\u003cp>But competitors are expected ultimately to define their own parameters, with this five-step process:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EXPLORE\u003c/strong> concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.\u003c/li>\n\u003cli>\u003cstrong>DESCRIBE\u003c/strong> the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.\u003c/li>\n\u003cli>\u003cstrong>EXPLAIN\u003c/strong> how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATE\u003c/strong> the project in process by creating a \u003ca href=\"http://sites.google.com/\">Google Site\u003c/a> to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.\u003c/li>\n\u003cli>\u003cstrong>EVALUATE\u003c/strong> project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.\u003c/li>\n\u003c/ul>\n\u003cp>Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.\u003c/p>\n\u003cp>There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge's participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Money Smarts: How to Promote Financial Literacy With Students",
"title": "Money Smarts: How to Promote Financial Literacy With Students",
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"content": "\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n",
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"description": "Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of Financial Literacy Month, here are",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28192\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/digitalsextant/29908738/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28192\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg\" alt=\"29908738_2cea4bd9c9\" width=\"500\" height=\"337\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-400x270.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/29908738_2cea4bd9c9-320x216.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\"> Those of us who just filed our taxes, or paid our bills, or calculated our monthly expenditures know the importance of having a solid base of financial literacy. For students, it's just as important to have this base knowledge to prepare them for the real world, so in observation of \u003ca href=\"http://jumpstart.org/survey.html\">Financial Literacy Month\u003c/a>, here are a few resources to get those fiscal gears turning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BETTER MONEY HABITS\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The new \u003ca href=\"http://www.bettermoneyhabits.com/en/home.html#fbid=107dgGM7RiX\">BetterMoneyHabits.com\u003c/a> is the result of a partnership between Bank of America and the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a>. While the link between behemoth bank and startup nonprofit might seem a strange marriage of company cultures, the combination of the former’s reach and credibility with the latter’s experience developing online video resources makes logical sense.\u003c/p>\n\u003cp>So far, the site features a 13-video selection on topics more likely suitable for high school and college students (and even adults), including creating and managing your own personal budget, understanding interest, understanding mortgages, digging yourself out of debt, and preparing financially for unpredictable tough times.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PRACTICAL MONEY SKILLS FOR LIFE’S ONLINE GAME SERIES\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Visa’s \u003ca href=\"http://www.practicalmoneyskills.com/\">financial literacy program\u003c/a> features what has been a growing number of free online game titles accessible to a wide range of student ages. The simplest include a drag-and-drop game where players select which coins to deposit into a piggy bank to build up the most money, and puzzles that challenge players to assemble pieces on a screen into paper currency.\u003c/p>\n\u003cp>Among the more complex titles, \u003ca href=\"http://www.practicalmoneyskills.com/games/trainingcamp/\">\"Financial Football\"\u003c/a> and \u003ca href=\"http://www.practicalmoneyskills.com/games/worldcup/\">\"Financial Soccer\"\u003c/a> are geared toward \u003c!--more-->sports fans ages 11 and up, where players assume control of their favorite teams or countries in a simulated game where the outcome of each play is decided based on how students answer finance-related questions. Then there's “Countdown to Retirement,” which might remind some of the time when \u003ca href=\"http://www.youtube.com/watch?v=-1t9dg5dzQo\">Cliff gave Theo a financial lecture\u003c/a> about being one of the \"regular people.\"\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>FINANCIAL ENTERTAINMENT\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>This \u003ca href=\"http://financialentertainment.org/\">series of five fiscally driven online games\u003c/a> comes from the \u003ca href=\"http://www.d2dfund.org/\">Doorways to Dreams Fund\u003c/a>, a nonprofit organization with the stated mission of helping low-income Americans use their limited resources more wisely through the development of new products and policies. Players help a vampire nightclub owner invest his profits and save for retirement in \u003ca href=\"http://financialentertainment.org/play/biteclub.html\">\"Bite Club,\"\u003c/a> try to reform the wasteful habits of the rich and famous in \u003ca href=\"http://financialentertainment.org/play/celebritycalamity.html\">\"Celebrity Calamity,\"\u003c/a> and prepare for the inevitable but unpredictable famines, droughts, and other disasters in \u003ca href=\"http://financialentertainment.org/play/farmblitz.html\">\"Farm Blitz.\"\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The series has actually been the subject of \u003ca href=\"http://www.rand.org/content/dam/rand/pubs/working_briefs/2012/RAND_WB115.pdf\">relatively recent academic research\u003c/a> that has found, at the very least, that young adults who were exposed to such games are capable of learning better fiscal habits as a result. The series actually targets young adults, but should be understood by high school-age students as well.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EARN YOUR FUTURE\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those parents or teachers who want a more structured and deeper delve into the subject of fiscal literacy, \u003ca href=\"http://www.pwc.com/us/en/\">PricewaterhouseCoopers\u003c/a> offers a \u003ca href=\"http://www.pwc.com/us/en/about-us/corporate-responsibility/pwc-financial-literacy-curriculum.jhtml\">nine-unit curriculum\u003c/a> free online, with most units offered in separate formats for upper elementary, middle, and high school students.\u003c/p>\n\u003cp>While the bulk of the curriculum's reading lessons, worksheets, and assessments comes in PDF form, there are also 11 streaming videos, with about half of those directed toward students in grades 3-5. Units range from basic subjects like credit and debt, and savings and investment, to more specialized pursuits like home buying and paying for college.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>JUMP$TART.ORG\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>For those of you looking for more financial literacy help, the Jump$tart Coalition for Personal Financial Literacy's website can offer some direction. Its most helpful feature might be its \u003ca href=\"http://jumpstart.org/jump%24tart-clearinghouse.html\">online clearinghouse\u003c/a>, which allows users to search for fiscally based education resources (print, digital, and audio/visual) by title, keyword, provider, grade level, or even appropriateness for special-needs students. Not all resources in the clearinghouse archives are free, but many are.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site also offers web links to \u003ca href=\"http://jumpstart.org/national-standards.html\">national standards on financial literacy\u003c/a> and \u003ca href=\"http://jumpstart.org/survey.html\">survey data\u003c/a> on the financial acumen of American high schoolers and young adults, though both documents date back to the latter portion of the last decade.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Do Students Enroll in (But Don't Complete) MOOC Courses?",
"title": "Why Do Students Enroll in (But Don't Complete) MOOC Courses?",
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"content": "\u003cfigure id=\"attachment_27976\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27976\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/photo-620x429.jpg\" alt=\"Udacity office in Silicon Valley, ground zero for MOOCs.\" width=\"620\" height=\"429\">\u003cfigcaption class=\"wp-caption-text\">Udacity office in Silicon Valley, ground zero for MOOCs.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Less than 10 percent of MOOC students, on average, complete a course. That's the conclusion of Katy Jordan of Open University, who published her \u003ca href=\"http://moocmoocher.wordpress.com/\">analysis, pulled together\u003c/a> from available data of some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massively Open Online Courses\u003c/a>, or MOOCs.\u003c/p>\n\u003cp>But do completion rates matter?\u003c/p>\n\u003cp>It's not that course completion rates don't inform observers about the nature of MOOCs, said \u003ca href=\"http://www.innosightinstitute.org/who-we-are/staff/michelle-rhee-weise/\">Michelle Rhee-Weise\u003c/a>, who follows higher-ed developments in online and blended learning as an education senior research fellow for the \u003ca href=\"http://www.innosightinstitute.org/\">Clayton Christensen Institute for Disruptive Innovation \u003c/a>(formerly Innosight Institute). But with no negative academic consequences from dropping out, that information is less about the effectiveness of the courses themselves, and more about the reasons people might be enrolling, she said.\u003c/p>\n\u003cp>Among those reasons:\u003c/p>\n\u003col>\n\u003cli>1. Just because MOOCs give free access to higher education courses doesn't mean their work is being ignored by the for-profit sector of an online learning industry estimated to be worth hundreds of millions of dollars, Rhee-Weise said. That can make MOOCs a fruitful observation ground for those who are looking for ideas to infuse into their own online learning efforts.\u003c/li>\n\u003cli>2. “If you just think about the openness of these platforms, there are people who just want to see what's going on, see how others teach the same subjects they do, as well as competitors who might want to steal some ideas and use them in their own platforms,” said Rhee-Weise, who said she has enrolled in a handful of MOOCs for research purposes without intentions of completing them.\u003c/li>\n\u003cli>3. There is a range of data that shows students enrolled in MOOCs and in other online post-secondary courses skew far older than the traditional on-campus college student. In online degree programs, that phenomenon often relates to professionals looking to change \u003c!--more-->careers, get promoted within their current one with the attainment of an additional degree, or merely weave new skills into their work.\u003c/li>\n\u003cli>4. While MOOCs can't offer the promise of automatic promotion that degree programs can provide, they can offer a much lower-risk path to new workplace skills. Some students might lift specific skills out of courses without following through to completion. Meanwhile, Rhee-Weise questioned whether those who were completing MOOCs had been given any direct career incentive.\u003c/li>\n\u003cli>5. “Are they boosting their CV? Are they changing their career track?” Rhee-Weise said. “I would love to know how this is tracking and helping in some way with employment. … It seems like a way in which we could blur the gap between unemployed college graduates and unfilled employment opportunities.”\u003c/li>\n\u003cli>6. Low completion rates may actually point to students enrolling because they recognize the unusual opportunity afforded by MOOCs. Whereas students in traditional college courses likely wouldn't enroll in a course they knew they might fail to complete if they were paying full tuition, the lack of those concerns could stir some to enroll before they consider the full demands of a course.\u003c/li>\n\u003cli>7. And even with severe student dropoffs, the idea of MOOCs serving a wider swath of students than traditional college courses is still authentic, Rhee-Weise said. A small fraction of a courseload of 10,000-30,000 students completing a course still boasts more students than even a large lecture hall on a college campus.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>MORE ON THE ANALYSIS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The analysis, which Jordan has continued to update since initially posting it in the middle of February, currently considers the \u003ca href=\"http://www.katyjordan.com/MOOCproject.html\">enrollment and completion rate data\u003c/a> of 24 MOOCs in all, including 20 offered from different universities over the \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> platform. Twelve universities are represented, with individual course enrollments ranging from 10,000 to 180,000. Courses are color-coded on a scatter plot, based on whether they are scored automatically, by peer grading, or a combination of both.\u003c/p>\n\u003cp>Courses with automatic scoring tended to have somewhat higher completion ratings than courses with peer grading. There was very little correlation, however between the number of students enrolled and the completion rate, nor between the duration of the course and the completion rate. A typical course enrollment is roughly 50,000 students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF MOOCs?\u003c/strong>\u003c/p>\n\u003cp>While Rhee-Weise said she didn't believe MOOCs should be evaluated based mainly on course completion rates, she did express some overarching doubt about whether MOOCs were really a revolutionary change in higher education, as some creators intended.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I'm not totally convinced yet that MOOCs will necessarily be completely disruptive to higher education,” said Rhee-Weise of the Innosight Institute, an organization founded upon forwarding the principal of \u003ca href=\"http://www.claytonchristensen.com/key-concepts/\">disruptive innovation\u003c/a> in education and healthcare. “I think in general we think they have the hallmarks of disruption. But what's interesting is these are all emerging from the [universities] themselves, and when we have seen disruptors have success, they've come out of autonomous units” outside the formal education system.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27976\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27976\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/photo-620x429.jpg\" alt=\"Udacity office in Silicon Valley, ground zero for MOOCs.\" width=\"620\" height=\"429\">\u003cfigcaption class=\"wp-caption-text\">Udacity office in Silicon Valley, ground zero for MOOCs.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Less than 10 percent of MOOC students, on average, complete a course. That's the conclusion of Katy Jordan of Open University, who published her \u003ca href=\"http://moocmoocher.wordpress.com/\">analysis, pulled together\u003c/a> from available data of some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massively Open Online Courses\u003c/a>, or MOOCs.\u003c/p>\n\u003cp>But do completion rates matter?\u003c/p>\n\u003cp>It's not that course completion rates don't inform observers about the nature of MOOCs, said \u003ca href=\"http://www.innosightinstitute.org/who-we-are/staff/michelle-rhee-weise/\">Michelle Rhee-Weise\u003c/a>, who follows higher-ed developments in online and blended learning as an education senior research fellow for the \u003ca href=\"http://www.innosightinstitute.org/\">Clayton Christensen Institute for Disruptive Innovation \u003c/a>(formerly Innosight Institute). But with no negative academic consequences from dropping out, that information is less about the effectiveness of the courses themselves, and more about the reasons people might be enrolling, she said.\u003c/p>\n\u003cp>Among those reasons:\u003c/p>\n\u003col>\n\u003cli>1. Just because MOOCs give free access to higher education courses doesn't mean their work is being ignored by the for-profit sector of an online learning industry estimated to be worth hundreds of millions of dollars, Rhee-Weise said. That can make MOOCs a fruitful observation ground for those who are looking for ideas to infuse into their own online learning efforts.\u003c/li>\n\u003cli>2. “If you just think about the openness of these platforms, there are people who just want to see what's going on, see how others teach the same subjects they do, as well as competitors who might want to steal some ideas and use them in their own platforms,” said Rhee-Weise, who said she has enrolled in a handful of MOOCs for research purposes without intentions of completing them.\u003c/li>\n\u003cli>3. There is a range of data that shows students enrolled in MOOCs and in other online post-secondary courses skew far older than the traditional on-campus college student. In online degree programs, that phenomenon often relates to professionals looking to change \u003c!--more-->careers, get promoted within their current one with the attainment of an additional degree, or merely weave new skills into their work.\u003c/li>\n\u003cli>4. While MOOCs can't offer the promise of automatic promotion that degree programs can provide, they can offer a much lower-risk path to new workplace skills. Some students might lift specific skills out of courses without following through to completion. Meanwhile, Rhee-Weise questioned whether those who were completing MOOCs had been given any direct career incentive.\u003c/li>\n\u003cli>5. “Are they boosting their CV? Are they changing their career track?” Rhee-Weise said. “I would love to know how this is tracking and helping in some way with employment. … It seems like a way in which we could blur the gap between unemployed college graduates and unfilled employment opportunities.”\u003c/li>\n\u003cli>6. Low completion rates may actually point to students enrolling because they recognize the unusual opportunity afforded by MOOCs. Whereas students in traditional college courses likely wouldn't enroll in a course they knew they might fail to complete if they were paying full tuition, the lack of those concerns could stir some to enroll before they consider the full demands of a course.\u003c/li>\n\u003cli>7. And even with severe student dropoffs, the idea of MOOCs serving a wider swath of students than traditional college courses is still authentic, Rhee-Weise said. A small fraction of a courseload of 10,000-30,000 students completing a course still boasts more students than even a large lecture hall on a college campus.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>MORE ON THE ANALYSIS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The analysis, which Jordan has continued to update since initially posting it in the middle of February, currently considers the \u003ca href=\"http://www.katyjordan.com/MOOCproject.html\">enrollment and completion rate data\u003c/a> of 24 MOOCs in all, including 20 offered from different universities over the \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> platform. Twelve universities are represented, with individual course enrollments ranging from 10,000 to 180,000. Courses are color-coded on a scatter plot, based on whether they are scored automatically, by peer grading, or a combination of both.\u003c/p>\n\u003cp>Courses with automatic scoring tended to have somewhat higher completion ratings than courses with peer grading. There was very little correlation, however between the number of students enrolled and the completion rate, nor between the duration of the course and the completion rate. A typical course enrollment is roughly 50,000 students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF MOOCs?\u003c/strong>\u003c/p>\n\u003cp>While Rhee-Weise said she didn't believe MOOCs should be evaluated based mainly on course completion rates, she did express some overarching doubt about whether MOOCs were really a revolutionary change in higher education, as some creators intended.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I'm not totally convinced yet that MOOCs will necessarily be completely disruptive to higher education,” said Rhee-Weise of the Innosight Institute, an organization founded upon forwarding the principal of \u003ca href=\"http://www.claytonchristensen.com/key-concepts/\">disruptive innovation\u003c/a> in education and healthcare. “I think in general we think they have the hallmarks of disruption. But what's interesting is these are all emerging from the [universities] themselves, and when we have seen disruptors have success, they've come out of autonomous units” outside the formal education system.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27942\" class=\"wp-caption left\" style=\"max-width: 243px\">\u003cimg class=\"size-full wp-image-27942\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-22-at-2.14.49-PM.png\" alt=\"Screen Shot 2013-03-22 at 2.14.49 PM\" width=\"243\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After 18 months in the darkness of beta world, Mozilla's Open Badges project stepped out into the light recently with the unveiling of \u003ca href=\"http://openbadges.org/\">Open Badges 1.0\u003c/a>.\u003c/p>\n\u003cp>But will the concept of organizations bestowing their own virtual endorsements for the mastery of skills hold up to critical examination from a world that, even in an information economy, demands most of its skilled workers hold a framed degree?\u003c/p>\n\u003cp>\u003ca href=\"http://openbadges.org/community/\">The list\u003c/a> of more than 600 badge-creating and -designing partners would suggest so. Especially when that list includes names familiar even to digital-phobes, like the Corporation for Public Broadcasting, multiple branches of the Smithsonian, NASA, and Disney-Pixar.\u003c/p>\n\u003cp>Yet even Erin Knight, the Mozilla Foundation's senior director of learning, concedes it may be a while before badges resonate the same as a resume to an admissions or recruiting office, even if badges have the potential to be more authentic and certifiable.\u003c/p>\n\u003cp>“I don't see badges replacing degrees as something that is going to happen tomorrow,” Knight says. “But I see it as more incremental.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The idea behind Mozilla's project, Knight says, is to create a common currency of how badges are structured and discussed. While Mozilla can't -- nor does it want to -- control the quality of the elements required for badges listed within its project, it does require every badge to provide authentication for the organization issuing the badge and for the user receiving it, as well as a link to the criteria needed to earn it and the evidence of the learner meeting that criteria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't see badges replacing degrees as something that is going to happen tomorrow. But I see it as more incremental.”\u003c/strong>\u003c/aside>\n\u003cp>But the first incremental step to fostering a public understanding of what badges can offer may not be a top-down, widespread knowledge of the anatomy of a badge. Instead, judging by the stories of a few of Mozilla's early partners, it may be local organizations explaining and publicizing their badge system to partner organizations they trust.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.mypasa.org/\">Providence After School Alliance\u003c/a>, or PASA, in Providence, Rhode Island, has reached an agreement with the city school district that badges issued to high school students for the \u003c!--more-->completion of a semester-long course will count as a high school credit in extended learning.\u003c/p>\n\u003cp>Often, that credit isn't needed for a graduation requirement. But it does find its way onto a high school transcript as its reviewed by a college admissions office.\u003c/p>\n\u003cp>“It is important to have a college admissions officer have it on a transcript,” says Patrick Duhon, PASA's director of expanded learning, “because it's a secondary validation.”\u003c/p>\n\u003cp>PASA has also succeeded in convincing Rhode Island College to include a section for students to link to their individual badges to a common college application after personally visiting the school to show the development of their badges.\u003c/p>\n\u003cp>“We would like to get to a place where all the colleges in Rhode Island would accept that,” said Hillary Salmons, PASA's executive director. “But we're building this and flying this. We don't have the opportunity to go to every other admissions office and introduce this conceptually.”\u003c/p>\n\u003cp>Meanwhile, \u003ca href=\"http://www.digitalonramps.com/\">Digital On-Ramps\u003c/a>, an initiative in Philadelphia focused on delivering career-focused training via online and mobile content, is using badges to help apply a credential to the skills learned by its users in three areas: 21st-Century skills and digital literacy; professional vocational certifications; and community leadership.\u003c/p>\n\u003cp>Initiative organizer Lisa Nutter, the president at nonprofit youth development organization Philadelphia Academies Inc. and wife of city mayor Michael Nutter, says the badge process will only be successful with a concerted effort to explain it to community schools and businesses.\u003c/p>\n\u003cp>“We basically have been preparing ourselves to put in a lot of energy in capacity building around this, both inside and outside of schools,” Nutter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here's a look at a few other badges in development and the weight they are expected to carry:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>NASA\u003c/strong> is working on launching badges in robotics and in the STEM fields to be earned through working with NASA content and used to identify candidates for internships and jobs.\u003c/li>\n\u003cli>\u003cstrong>The Manufacturing Institute\u003c/strong> is developing a badge to be earned by current workers and students to demonstrate skills necessary to succeed in an advanced manufacturing job or internship.\u003c/li>\n\u003cli>\u003cstrong>The Intel Society for Science and the Public\u003c/strong> is developing badges to affirm and evaluate scientific research and tie it to professional and academic skills.\u003c/li>\n\u003cli>\u003cstrong>Carnegie Mellon\u003c/strong> is developing badges that will eventually be issued on a curricular path that terminates in certifications recognized by computer science and STEM industries.\u003c/li>\n\u003cli>\u003cstrong>Badges for Vets\u003c/strong> is creating a series of badges that will help offer civilian-applicable credentials for professional skills learned through military training.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27942\" class=\"wp-caption left\" style=\"max-width: 243px\">\u003cimg class=\"size-full wp-image-27942\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-22-at-2.14.49-PM.png\" alt=\"Screen Shot 2013-03-22 at 2.14.49 PM\" width=\"243\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After 18 months in the darkness of beta world, Mozilla's Open Badges project stepped out into the light recently with the unveiling of \u003ca href=\"http://openbadges.org/\">Open Badges 1.0\u003c/a>.\u003c/p>\n\u003cp>But will the concept of organizations bestowing their own virtual endorsements for the mastery of skills hold up to critical examination from a world that, even in an information economy, demands most of its skilled workers hold a framed degree?\u003c/p>\n\u003cp>\u003ca href=\"http://openbadges.org/community/\">The list\u003c/a> of more than 600 badge-creating and -designing partners would suggest so. Especially when that list includes names familiar even to digital-phobes, like the Corporation for Public Broadcasting, multiple branches of the Smithsonian, NASA, and Disney-Pixar.\u003c/p>\n\u003cp>Yet even Erin Knight, the Mozilla Foundation's senior director of learning, concedes it may be a while before badges resonate the same as a resume to an admissions or recruiting office, even if badges have the potential to be more authentic and certifiable.\u003c/p>\n\u003cp>“I don't see badges replacing degrees as something that is going to happen tomorrow,” Knight says. “But I see it as more incremental.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The idea behind Mozilla's project, Knight says, is to create a common currency of how badges are structured and discussed. While Mozilla can't -- nor does it want to -- control the quality of the elements required for badges listed within its project, it does require every badge to provide authentication for the organization issuing the badge and for the user receiving it, as well as a link to the criteria needed to earn it and the evidence of the learner meeting that criteria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't see badges replacing degrees as something that is going to happen tomorrow. But I see it as more incremental.”\u003c/strong>\u003c/aside>\n\u003cp>But the first incremental step to fostering a public understanding of what badges can offer may not be a top-down, widespread knowledge of the anatomy of a badge. Instead, judging by the stories of a few of Mozilla's early partners, it may be local organizations explaining and publicizing their badge system to partner organizations they trust.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.mypasa.org/\">Providence After School Alliance\u003c/a>, or PASA, in Providence, Rhode Island, has reached an agreement with the city school district that badges issued to high school students for the \u003c!--more-->completion of a semester-long course will count as a high school credit in extended learning.\u003c/p>\n\u003cp>Often, that credit isn't needed for a graduation requirement. But it does find its way onto a high school transcript as its reviewed by a college admissions office.\u003c/p>\n\u003cp>“It is important to have a college admissions officer have it on a transcript,” says Patrick Duhon, PASA's director of expanded learning, “because it's a secondary validation.”\u003c/p>\n\u003cp>PASA has also succeeded in convincing Rhode Island College to include a section for students to link to their individual badges to a common college application after personally visiting the school to show the development of their badges.\u003c/p>\n\u003cp>“We would like to get to a place where all the colleges in Rhode Island would accept that,” said Hillary Salmons, PASA's executive director. “But we're building this and flying this. We don't have the opportunity to go to every other admissions office and introduce this conceptually.”\u003c/p>\n\u003cp>Meanwhile, \u003ca href=\"http://www.digitalonramps.com/\">Digital On-Ramps\u003c/a>, an initiative in Philadelphia focused on delivering career-focused training via online and mobile content, is using badges to help apply a credential to the skills learned by its users in three areas: 21st-Century skills and digital literacy; professional vocational certifications; and community leadership.\u003c/p>\n\u003cp>Initiative organizer Lisa Nutter, the president at nonprofit youth development organization Philadelphia Academies Inc. and wife of city mayor Michael Nutter, says the badge process will only be successful with a concerted effort to explain it to community schools and businesses.\u003c/p>\n\u003cp>“We basically have been preparing ourselves to put in a lot of energy in capacity building around this, both inside and outside of schools,” Nutter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here's a look at a few other badges in development and the weight they are expected to carry:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>NASA\u003c/strong> is working on launching badges in robotics and in the STEM fields to be earned through working with NASA content and used to identify candidates for internships and jobs.\u003c/li>\n\u003cli>\u003cstrong>The Manufacturing Institute\u003c/strong> is developing a badge to be earned by current workers and students to demonstrate skills necessary to succeed in an advanced manufacturing job or internship.\u003c/li>\n\u003cli>\u003cstrong>The Intel Society for Science and the Public\u003c/strong> is developing badges to affirm and evaluate scientific research and tie it to professional and academic skills.\u003c/li>\n\u003cli>\u003cstrong>Carnegie Mellon\u003c/strong> is developing badges that will eventually be issued on a curricular path that terminates in certifications recognized by computer science and STEM industries.\u003c/li>\n\u003cli>\u003cstrong>Badges for Vets\u003c/strong> is creating a series of badges that will help offer civilian-applicable credentials for professional skills learned through military training.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Study: Path Through College is Indirect and Stressful for Many Students",
"title": "Study: Path Through College is Indirect and Stressful for Many Students",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png\" alt=\"MyEdu\" title=\"\" width=\"404\" height=\"431\" class=\"size-full wp-image-27788\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1.png 404w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-400x427.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-9.46.11-AM1-320x341.png 320w\" sizes=\"(max-width: 404px) 100vw, 404px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Despite a deeply held belief that success in college is crucial for success in life, the traditional path students assume they'll take is more an exception than the rule, according to a new report.\u003c/p>\n\u003cp>Though most students believe the college path -- high school, college with chosen major, internship, job -- will smoothly go from one phase to the next, the reality is quite different for many students. And as a result, stress and anxiety is causing them to make haphazard decisions about their education.\u003c/p>\n\u003cp>Switching majors, falling behind the academic schedule, and feeling disenfranchised by the conventional college system are becoming institutionalized student experiences, states the \u003ca href=\"https://www.myedu.com/assets/myedu/files/myedu_academicJourney_short_form.pdf\">report\u003c/a> [PDF] from \u003ca href=\"https://www.myedu.com/\">MyEdu\u003c/a>, an Austin, Texas-based company that offers online tools to help college students manage their academic lives and career opportunities.\u003c/p>\n\u003cdiv dir=\"ltr\">\n\u003cdiv dir=\"ltr\">The study, which takes into account the randomly selected responses of 1,047 students from MyEdu's 300,000 profiles, shows that more than half of students have switched or considered switching their major during their academic career and that the overwhelming reason for this change was due to changing interests, and a lack of enjoyment in the first major selected. What's more, 37% of respondents classified themselves as \"nontraditional students.\"\u003c/div>\n\u003cdiv dir=\"ltr\">\u003c/div>\n\u003c/div>\n\u003cp>So how to fix it?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though many believe access to online courses through one of the proliferating \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">MOOCs, \u003c/a>study author Jon Kolko suggested online learning represents the wrong application of the right technology. Instead, he says the same kinds of algorithms that contribute to a self-paced math course, for example, should instead be used to evaluate a student's progress in traditional college courses. For example, he envisions MyEdu and its competitors (such as \u003ca href=\"http://www.koofers.com/\">Koofers\u003c/a>, \u003ca href=\"www.princetonreview.com/\">Princeton Review\u003c/a>, and \u003ca href=\"http://www.heycampus.com/\">HeyCampus\u003c/a>) offering tools that can take a student's performance and feedback from a general education course and suggest or rule out potential majors.\u003c/p>\n\u003cp>“I don't think computers are that good for learning, but they're really good for this administrative side of things,” said Kolko, MyEdu's vice president of design, who is planning on using feedback \u003c!--more-->from the study to hone its tools and inspire new ones. The company currently has profiles of about 300,000 students who are mostly enrolled in large state institutions in Texas and elsewhere in the American Southwest. The company makes its revenue by providing data about those students to career recruiters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study.”\u003c/strong>\u003c/aside>\n\u003cp>On a larger—if more unrealistic—level, the simplest way to help students be more productive and less anxious in college may be to alter the typical path of their common experiences.\u003c/p>\n\u003cp>For example, in its analysis of 14 in-depth interviews with college students and more than 1,000 surveys completed by a representative sample of MyEdu users, the report found that students were most influenced by nontraditional academic experiences like study-abroad trips, internships, and mentorships. But while those experiences often lead to the identification of a long-term life goal, they generally come toward the end of college, and don't leave time for a change of course in study, at least while an undergraduate student.\u003c/p>\n\u003cp>Kolko accepted the suggestion that encouraging students to enroll in apprenticeships, service initiatives, or gap year programs might help more of them find their goals more quickly and lead to a more efficient path through college. But he said the stigma attached to an indirect path to college would likely keep most from considering them, so instead colleges should look at ways to make the path to a degree more flexible.\u003c/p>\n\u003cp>“I don't think it's fair at all, or even legitimate, to expect an 18-year-old to exit high school knowing what they want to study,” Kolko said. “But if we're not going to change the way the game works, we need to give them the information to make that decision more proactively, and we need to make those decisions less binding.”\u003c/p>\n\u003cfigure id=\"attachment_27784\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27784\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-18-at-10.09.06-AM-300x290.png\" alt=\"MyEdu\" width=\"300\" height=\"290\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This isn't to say students don't take college seriously—in fact the report finds most believe the college experience will determine what happens during the rest of their lives. But that sense of finality often leads to mistakes like choosing a major based on ease of completion, relying on parents who themselves did not go to college for college advice, and making any sort of big academic choice before it's necessary.\u003c/p>\n\u003cp>Here's a look at the report's four primary findings:\u003c/p>\n\u003cp>\u003cstrong>COLLEGE PREDETERMINATION:\u003c/strong> Students believe the path from college to career is relatively linear and rigid—choose a college, choose a major, get an internship, get a job—and then aren't mentally prepared to work around roadblocks to that path when they arise.\u003c/p>\n\u003cp>\u003cstrong>FORCED TO DECIDE:\u003c/strong> Students often feel they have inadequate time to make informed decisions about their academic future, and thus resort to less substantive reasons to guide that process, such as the plans of their friends and the opinions of their family.\u003c/p>\n\u003cp>\u003cstrong>OUTSIDE LOOKING IN:\u003c/strong> 37 percent of students labeled themselves as “nontraditional” because they could no longer meet the cost, time, or other requirements of conventional colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> APPEARANCES VS. REALITY:\u003c/strong> Most students feel empowered to apply to jobs and internships and believe how to effectively show their unique skills; instead they are more skilled at generic cover letter and resume writing than at selling their best talents.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Student Mentors: How 6th and 12th Graders Learn From Each Other",
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"content": "\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27568\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.digitalyouthnetwork.org/4-afterschool/pages/6-afterschool-programs\">\u003cimg class=\"size-full wp-image-27568\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/large_dyn1.jpg\" alt=\"large_dyn1\" width=\"600\" height=\"202\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-400x135.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/03/large_dyn1-320x108.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When Tracy Edwards posted on Facebook last October that she was searching for a part-time writing instructor for a middle school program, Kip Glazer jumped immediately at the chance.\u003c/p>\n\u003cp>But Glazer wasn’t applying for herself. Instead, she envisioned her 100 senior high school English students, who were about to become virtual writing mentors to 200 6th-graders halfway across the nation.\u003c/p>\n\u003cp>“I require them to do peer-to-peer editing, but I wasn’t quite getting the results that I wanted” when seniors helped other seniors, said Glazer, who found Edwards through a Facebook group created for online graduate students of educational technology at \u003ca href=\"http://gsep.pepperdine.edu/education/\">Pepperdine University\u003c/a>. Both women are students in the program.\u003c/p>\n\u003cp>“When [Edwards] said ‘6th grade,’ I felt like this could really work,” Glazer said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers.\u003c/strong>'\"\u003c/aside>\n\u003cp>So far, her students at \u003ca href=\"http://independence.kernhigh.org/\">Independence High School\u003c/a> in Bakersfield, Calif., have appeared invested. Since late November, each student has mentored five 6th-graders enrolled in the \u003ca href=\"http://www.digitalyouthnetwork.org/\">Digital Youth Network\u003c/a>’s social network-based writing curriculum digital at three separate Chicago charter middle schools. That ratio allows every 6th grader to receive advice from multiple mentors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Glazer’s two sections of AP English Literature and Composition and two sections of California's college-prep-focused \u003ca href=\"http://www.calstate.edu/eap/englishcourse/overview.shtml\">Expository Reading and Writing Course\u003c/a> spend one class period weekly in a\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>computer lab responding to a range of assignments the 6th graders post on the cloud-based \u003ca href=\"http://remixlearning.com/platform/\">iRemix platform\u003c/a>. The platform allows for varying levels of privacy, including blog posts and forum discussions that can be viewed by every teacher and student, and more private notebooks that are only accessible to the 6th grade writer, his or her 12th grade mentors, and teachers.\u003c/p>\n\u003cp>Glazer’s students then switch from mentor to student in a separate Edmodo online classroom community and discuss their successes and failures as mentors. A sample of their thoughts:\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>Breanna S.:\u003c/strong> It's tough for me to explain their error. I know how to fix their sentences, but I actually had to google why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give them wrong information, but I always try to double check.\u003cbr>\n\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Mavee P.: \u003c/strong>I found this particularly difficult to provide constructive feedback[,] instead of strict criticism[,] while remaining encouraging. In addition, the balance between too formal and laid back was a constant problem in my comments.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>Lisa H.:\u003c/strong> I am used to just blatantly pointing out errors because I know my peers won't be offended and can handle constructive criticism. Now I have to put more thought and creativity into the feedback so I won't hurt the kids' feelings. Some of these kids talk about personal things like the death of their family members or worrying about gangs and getting shot, and I wish I knew how to address these topics while still pointing out their errors.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>That mutual feeling of concern is ultimately a good thing, said Glazer, who added that it has translated into a heightened awareness of their own writing strengths and weaknesses.\u003c/p>\n\u003cp>Edwards, meanwhile, said that despite their mentors' concerns about upsetting the 6th graders, their advice has been received better than it might have been from more traditional sources.\u003c/p>\n\u003cp>“It's actually a lot more powerful than we tend to think it is, because kids tend to value other kids' feedback a bit more than their parents', teachers', etcetera,” Edwards said.\u003c/p>\n\u003cp>As the students shift into the role of mentor, teachers' roles also change.\u003c/p>\n\u003cp>The 6th-grade teachers involved, Edwards said, are still ultimately responsible grading students' finished product, and also respond to student work on the iRemix platform. But the quality of the feedback from 12th graders, in general, has been good enough that Edwards said teachers' most important role might be to help their own students push past their initial shyness or hesitance to work with a stranger on the other side of the country.\u003c/p>\n\u003cp>“Their role initially was to build that community,” she said.\u003c/p>\n\u003cp>Glazer said she focuses on regularly modeling and discussing the meaning and practice of responsible mentoring.\u003c/p>\n\u003cp>“Students will say, 'What do I do when I see five sentences and every sentence has some kind of error?'” she said. “Now I step back and say, 'What do you think I should do? If you were me and I was your student, what would you like me to tell you?'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Glazer also admits there are some necessary conditions to implement a successful virtual mentor-student relationship:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Distance:\u003c/strong> Glazer said the vast geographical divide between the two sets of students is a benefit and perhaps a necessity. For one thing, it's easier to enforce a strict ban of any extraneous social contact between mentors and students outside of academic work. And it spurs students' curiosity to learn more about each other during academic activities.\u003c/li>\n\u003cli>\u003cstrong>School culture:\u003c/strong> Service and community are familiar themes at Independence High School, helping to make Glazer's project more attractive to students, she said. “They naturally understand helping and the benefit of it, and I don't have to sell it too much,” Glazer said. “But I can see how that would be difficult” in schools without that culture, she added.\u003c/li>\n\u003cli>\u003cstrong>Time:\u003c/strong> Glazer said the project is a better fit with seniors because of their freedom from state standardized testing. And she says students in her two sections that are studying California's state-constructed Expository Reading and Writing Curriculum have been more invested than her two sections of Advanced Placement students. “They have more emotional allowance right now,” Glazer said. “They have decided that either they are going to go to state schools or community colleges, so they have a little more time and they're much more invested in picking up that skill.”\u003c/li>\n\u003cli>\u003cstrong>Technology access:\u003c/strong> Because Independence High School was built within the last decade, Glazer said technology is accessible enough that securing the computer lab weekly hasn't been an obstacle. And the school's allowance for the use of mobile devices has helped the mentors' ability to respond to the Chicago students' posts in a timely manner. That said, Glazer also enjoys the focus a computer lab provides, as opposed to working on the virtual mentoring project in their normal classroom using a laptop cart.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27403\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">\u003cimg class=\"size-medium wp-image-27403\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-28-at-9.29.20-AM-2-300x196.png\" alt=\"Screen Shot 2013-02-28 at 9.29.20 AM 2\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many of us, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">conversation around mobile learning\u003c/a> has shifted from asking \u003cem>whether\u003c/em> mobile devices present educational opportunities to \u003cem>how\u003c/em> they might best do so.\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>From that second question, a new initiative has been launched: \u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">SMILE\u003c/a>, the Stanford Mobile Inquiry Learning Environment, \u003ca href=\"http://www.youtube.com/watch?v=_loCtB-9FiY&feature=share&list=PLFA1E4062649A5DB8\">an idea,\u003c/a> which, in practice, is almost staggeringly simple. Essentially, SMILE is a learning management system that allows students to create, share, answer, and evaluate questions in a collaborative manner through the use of cell phones.\u003c/p>\n\u003cp>Students use mobile devices -- typically android phones that are connected to the same network -- to create their own multiple-choice questions about a given topic. Their classmates answer those questions, and evaluate them based on their difficulty. While the devices need to be connected to each other, they don't necessarily need to be connected to the outside Web, which is a key issue for some communities around the globe, said \u003ca href=\"http://gse-it.stanford.edu/about/team/paulkim\">Paul Kim\u003c/a>, the assistant dean and chief technology officer of Stanford University's Office of Innovation & Technology and SMILE's creator.\u003c/p>\n\u003cp>The drive to make questions that score higher on their peers' difficulty index ultimately spurs students to think about the subject material in a deeper way, Kim says. And while there are some shortcomings—such as the lack of allowance for longer-form responses like written answers and essays, and a reliance mostly on more simple content elements such as texts and still photographs—the system's simpleness allows it to be used in a variety of educational environments, ranging from a rural village in southern Africa to a medical school classroom at Stanford itself.\u003c/p>\n\u003cp>But creating such a project is one thing. Actually putting it into practice is another. So Kim, who has also helped launch SMILE in \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/india\">India\u003c/a>, \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/argentina\">Argentina\u003c/a>, and \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/paloalto\">suburban Northern California\u003c/a>, shares some \u003c!--more-->of his tactics and lessons learned about how best to launch this project even in communities that are unlikely to have Internet access -- or sometimes even electricity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>USE EXISTING TOOLS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Despite reaching out to poor and particularly rural communities around the world, Kim and his team have striven to use as many already-existing resources as possible, even if the devices themselves have to be procured. For example, for a power source on a SMILE pilot project in a remote Indian location with little access to electricity, Kim's team used the batteries commonly found in motorcycles and rickshaws. Another SMILE project in Southeast Asia is adapting the software for use on tablets students already have through a government initiative. Even SMILE's central premise—using children rather than a curriculum to create questions—fits the use-the resources-you-have approach.\u003c/p>\n\u003cp>“Try not to bring in anything new, because you're not going to find anybody who can service,” devices brought in from the outside, he said. “You're not going to find any replacement parts. So you have to work with what is already out there, and that was my conclusion.”\u003c/p>\n\u003cp>\u003cstrong>ALWAYS PLACE CONTENT IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Part of why SMILE appears to work in under-served communities is because using student questions makes a shortage of content access less important. And as the project has grown, the launch of Global SMILE will provide another workaround for sites with Web access, since it will archive and curate the best student-created questions, and making them available to users worldwide.\u003c/p>\n\u003cp>But in this initiative, as well as any other aiming to reach diverse student populations, Kim says it is important to keep any content in a context that make sense in the world in which the students live. That can be easier said than done when simple Western essentials like running water and toasters are non-existent in a rural African student's life.\u003c/p>\n\u003cp>For example, “if you are using books that talk about microwave ovens and blueberry cakes baked from the oven,” Kim says, “it doesn’t make sense in a rural village setting.”\u003c/p>\n\u003cp>\u003cstrong>EMBRACE SECULAR AND RELIGIOUS PARTNERS\u003c/strong>\u003c/p>\n\u003cp>SMILE has worked with populations served by a host of nonprofit, philanthropic organizations, meaning partnerships can often create a more efficient way to administer the program.\u003c/p>\n\u003cp>Sometimes those organizations are secular, such as the Peace Corps, which has aided work with students using SMILE in Tanzania. But other times, religious charities have also helped provide resources and lines of communication for SMILE projects. Kim acknowledges that affiliating with religious groups can be a delicate issue, but says doing so is often the most cost-effective way to implement a mobile program.\u003c/p>\n\u003cp>“They don't need any extra incentive. … They just want to reach out to more people,” Kim says. “It could be controversial. But I always tell people that I work with all religious organizations out there, and it has been nothing but success.”\u003c/p>\n\u003cp>\u003cstrong>PUBLICIZE YOURSELF, THEN LET THEM COME TO YOU\u003c/strong>\u003c/p>\n\u003cp>Despite advances in mobile education it can still have a stigma among some educators. For that reason, Kim says he has never purposefully targeted specific countries, regions, or communities for the implementation of SMILE, because letting those communities find him is a more authentic way of insuring buy-in.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“A lot of people come forward, and they say, 'Oh we'd like to do this in our country, in our region, in our school.'” Kim said. “So I've been responding. … It's been always one place leading to another.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27403\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">\u003cimg class=\"size-medium wp-image-27403\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-28-at-9.29.20-AM-2-300x196.png\" alt=\"Screen Shot 2013-02-28 at 9.29.20 AM 2\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many of us, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">conversation around mobile learning\u003c/a> has shifted from asking \u003cem>whether\u003c/em> mobile devices present educational opportunities to \u003cem>how\u003c/em> they might best do so.\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>From that second question, a new initiative has been launched: \u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">SMILE\u003c/a>, the Stanford Mobile Inquiry Learning Environment, \u003ca href=\"http://www.youtube.com/watch?v=_loCtB-9FiY&feature=share&list=PLFA1E4062649A5DB8\">an idea,\u003c/a> which, in practice, is almost staggeringly simple. Essentially, SMILE is a learning management system that allows students to create, share, answer, and evaluate questions in a collaborative manner through the use of cell phones.\u003c/p>\n\u003cp>Students use mobile devices -- typically android phones that are connected to the same network -- to create their own multiple-choice questions about a given topic. Their classmates answer those questions, and evaluate them based on their difficulty. While the devices need to be connected to each other, they don't necessarily need to be connected to the outside Web, which is a key issue for some communities around the globe, said \u003ca href=\"http://gse-it.stanford.edu/about/team/paulkim\">Paul Kim\u003c/a>, the assistant dean and chief technology officer of Stanford University's Office of Innovation & Technology and SMILE's creator.\u003c/p>\n\u003cp>The drive to make questions that score higher on their peers' difficulty index ultimately spurs students to think about the subject material in a deeper way, Kim says. And while there are some shortcomings—such as the lack of allowance for longer-form responses like written answers and essays, and a reliance mostly on more simple content elements such as texts and still photographs—the system's simpleness allows it to be used in a variety of educational environments, ranging from a rural village in southern Africa to a medical school classroom at Stanford itself.\u003c/p>\n\u003cp>But creating such a project is one thing. Actually putting it into practice is another. So Kim, who has also helped launch SMILE in \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/india\">India\u003c/a>, \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/argentina\">Argentina\u003c/a>, and \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/paloalto\">suburban Northern California\u003c/a>, shares some \u003c!--more-->of his tactics and lessons learned about how best to launch this project even in communities that are unlikely to have Internet access -- or sometimes even electricity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>USE EXISTING TOOLS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Despite reaching out to poor and particularly rural communities around the world, Kim and his team have striven to use as many already-existing resources as possible, even if the devices themselves have to be procured. For example, for a power source on a SMILE pilot project in a remote Indian location with little access to electricity, Kim's team used the batteries commonly found in motorcycles and rickshaws. Another SMILE project in Southeast Asia is adapting the software for use on tablets students already have through a government initiative. Even SMILE's central premise—using children rather than a curriculum to create questions—fits the use-the resources-you-have approach.\u003c/p>\n\u003cp>“Try not to bring in anything new, because you're not going to find anybody who can service,” devices brought in from the outside, he said. “You're not going to find any replacement parts. So you have to work with what is already out there, and that was my conclusion.”\u003c/p>\n\u003cp>\u003cstrong>ALWAYS PLACE CONTENT IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Part of why SMILE appears to work in under-served communities is because using student questions makes a shortage of content access less important. And as the project has grown, the launch of Global SMILE will provide another workaround for sites with Web access, since it will archive and curate the best student-created questions, and making them available to users worldwide.\u003c/p>\n\u003cp>But in this initiative, as well as any other aiming to reach diverse student populations, Kim says it is important to keep any content in a context that make sense in the world in which the students live. That can be easier said than done when simple Western essentials like running water and toasters are non-existent in a rural African student's life.\u003c/p>\n\u003cp>For example, “if you are using books that talk about microwave ovens and blueberry cakes baked from the oven,” Kim says, “it doesn’t make sense in a rural village setting.”\u003c/p>\n\u003cp>\u003cstrong>EMBRACE SECULAR AND RELIGIOUS PARTNERS\u003c/strong>\u003c/p>\n\u003cp>SMILE has worked with populations served by a host of nonprofit, philanthropic organizations, meaning partnerships can often create a more efficient way to administer the program.\u003c/p>\n\u003cp>Sometimes those organizations are secular, such as the Peace Corps, which has aided work with students using SMILE in Tanzania. But other times, religious charities have also helped provide resources and lines of communication for SMILE projects. Kim acknowledges that affiliating with religious groups can be a delicate issue, but says doing so is often the most cost-effective way to implement a mobile program.\u003c/p>\n\u003cp>“They don't need any extra incentive. … They just want to reach out to more people,” Kim says. “It could be controversial. But I always tell people that I work with all religious organizations out there, and it has been nothing but success.”\u003c/p>\n\u003cp>\u003cstrong>PUBLICIZE YOURSELF, THEN LET THEM COME TO YOU\u003c/strong>\u003c/p>\n\u003cp>Despite advances in mobile education it can still have a stigma among some educators. For that reason, Kim says he has never purposefully targeted specific countries, regions, or communities for the implementation of SMILE, because letting those communities find him is a more authentic way of insuring buy-in.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“A lot of people come forward, and they say, 'Oh we'd like to do this in our country, in our region, in our school.'” Kim said. “So I've been responding. … It's been always one place leading to another.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Will It Take to Bring Mobile Ed to the Developing World?",
"title": "What Will It Take to Bring Mobile Ed to the Developing World?",
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"content": "\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"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. ",
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"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. ",
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"marketplace": {
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"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.",
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"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>",
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"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?",
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"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",
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"politicalbreakdown": {
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"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.",
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"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.",
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"pri-the-world": {
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"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.",
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"reveal": {
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"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.",
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},
"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.",
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"order": 16
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},
"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.",
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"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.",
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