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FM","link":"/"}},"mindshift_48764":{"type":"posts","id":"mindshift_48764","meta":{"index":"posts_1591205157","site":"mindshift","id":"48764","score":null,"sort":[1502866430000]},"guestAuthors":[],"slug":"how-libraries-can-turn-stories-into-maker-projects","title":"How Libraries Can Turn Stories Into Maker Projects","publishDate":1502866430,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n","blocks":[],"excerpt":"Librarians are developing maker activities for children's books that enhance the reading experience for kids.","status":"publish","parent":0,"modified":1502866430,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":856},"headData":{"title":"How Libraries Can Turn Stories Into Maker Projects | KQED","description":"Librarians are developing maker activities for children's books that enhance the reading experience for kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Libraries Can Turn Stories Into Maker Projects","datePublished":"2017-08-16T06:53:50.000Z","dateModified":"2017-08-16T06:53:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48764 https://ww2.kqed.org/mindshift/?p=48764","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/15/how-libraries-can-turn-stories-into-maker-projects/","disqusTitle":"How Libraries Can Turn Stories Into Maker Projects","path":"/mindshift/48764/how-libraries-can-turn-stories-into-maker-projects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In recent years, libraries have broadened their scope of offerings to the local community to involve more making activities like\u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/\"> 3-D printing and sewing\u003c/a>. Some libraries even have a facilitator for maker projects.\u003c/p>\n\u003cp>At Millvale Community Library in Pennsylvania, maker program coordinator Nora Peters saw an opportunity to better connect the activities of the maker space with the library's mission to promote literacy. So, she set out to build a bridge between making and reading by creating maker activities for children's books.\u003c/p>\n\u003cp>Peters creates project instructions that tie into the theme of a children’s book. She prints the instructions on a 5 x 7 sticker that affixes to the front of the book. Because Millvale serves a lower-income community, she also keeps materials low-tech.\u003c/p>\n\u003cfigure id=\"attachment_48868\" class=\"wp-caption alignnone\" style=\"max-width: 1248px\">\u003cimg class=\"size-full wp-image-48868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Peters-1.jpg\" alt=\"\" width=\"1248\" height=\"2144\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1.jpg 1248w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-160x275.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-800x1374.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-768x1319.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1020x1752.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-1180x2027.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-960x1649.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-240x412.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-375x644.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Peters-1-520x893.jpg 520w\" sizes=\"(max-width: 1248px) 100vw, 1248px\">\u003cfigcaption class=\"wp-caption-text\">Nora Peters developed low-cost maker project instructions based on books (in this example, \"Snow White and the 77 Dwarfs\"). The instructions come with the book and materials are relevant to the needs of the community. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, in the book “Wemberly Worried” by Kevin Henkes, Peters developed and attached instructions on how to make a Guatemalan worry doll. The story is about dealing with childhood anxiety, and it is believed that the very act of constructing a worry doll can alleviate anxiety, said Peters.\u003c/p>\n\u003cp>For the book “I’m New Here” by A. S. O'Brien about the immigrant experience, Peters put instructions to create a “comfort object” to make someone feel welcome in a space. But the instructions were flexible enough that kids could use a variety of materials, from fabric to just cardboard and tape.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Peters said she always tries to elevate the idea of “book-based craft” by finding a way to make each project less cookie-cutter. Projects are meant to be in the hands of the reader, not a facilitator, so they differ from the typical prompts children might find at the end of books. Her goal is “to make a visible connection between the value of hands-on learning and the value of introducing literacy at a young age and how those two can support each other.”\u003c/p>\n\u003cp>She’s mostly using children’s books, but Peters wants the instructions to work for people of any age. To make sure pre-teens are not put off by using children’s books, Peters was careful with her language. For instance, instead of printing “go ask your parents,” instructions state, “find these materials.”\u003c/p>\n\u003cp>In the past couple of months, Peters has completed 15 of these book-based maker projects and has received positive feedback from parents and patrons. As she has taken the idea around to teacher conferences, including the annual \u003ca href=\"http://makered.org/maker-educator-convening-2017/\">Maker Ed Convening\u003c/a>, she was surprised to find that many teachers had never heard of such a project.\u003c/p>\n\u003cfigure id=\"attachment_48872\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"wp-image-48872 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Peters-4.jpg\" alt=\"\" width=\"834\" height=\"1050\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-160x201.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-800x1007.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-768x967.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-240x302.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-375x472.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Peters-4-520x655.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">A maker project pasted inside the book \"Little Roja Riding Hood\" by Susan Middleton Elya. \u003ccite>(Courtesy of Nora Peters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>MAKING IT AFFORDABLE\u003c/strong>\u003c/p>\n\u003cp>Libraries with a limited budget can feel left behind because the maker movement usually centers on newer technologies, but librarians have been doing this work all along, said Cindy Wall, a librarian at Southington Library in Connecticut, where maker projects start with reading.\u003c/p>\n\u003cp>For instance, for preschool-age students, a program called “You’ve Got Mail” ties into the book “Please Write Back,” about an alligator who writes to his grandmother. Kids receive postcards to decorate, and mail out. Wall’s husband, a postal worker, visits to answer questions and collect the postcards.\u003c/p>\n\u003cp>In another program, elementary school students make abstract art that they then compare to machine-made art. The students start by reading a book about abstract artist Wassily Kandinsky. The library uses a machine called the “water color bot” to make abstract art, and then the children compare their art to what the machine produces.\u003c/p>\n\u003cfigure id=\"attachment_48874\" class=\"wp-caption alignnone\" style=\"max-width: 820px\">\u003cimg class=\"size-full wp-image-48874\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Southington.jpg\" alt=\"\" width=\"820\" height=\"695\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington.jpg 820w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-800x678.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-768x651.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-240x203.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-375x318.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Southington-520x441.jpg 520w\" sizes=\"(max-width: 820px) 100vw, 820px\">\u003cfigcaption class=\"wp-caption-text\">A watercolor bot creates abstract art at Southington Library. \u003ccite>(Courtesy of Cindy Wall and Lynn Pawloski)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The common denominator in any of these programs is a book or reading assignment -- the base from which the project builds.\u003c/p>\n\u003cp>Wall and her colleague, Lynn Pawloski, compiled their series of programs into a book called\u003ca href=\"https://www.amazon.com/Maker-Literacy-Approach-Programming-Libraries/dp/1440843805\"> “Maker Literacy: A New Approach to Literacy Programming for Libraries.”\u003c/a>\u003c/p>\n\u003cp>Even if libraries can’t afford high-tech toys, “You can still create maker programming with whatever you have,” said Wall.\u003c/p>\n\u003cp>Echoing what Wall has found, Peters said teachers and librarians do these projects in some form all the time, but they can also use a maker activity as an opportunity to enhance comprehension and build literacy skills. It’s empowering to pull something deeper from a seemingly simple book, she added.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By the end of summer, Peters is hoping to expand their collection of maker books to some young adults and to even put some simple instructions in adult nonfiction to show how to use an adult how-to manual with kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48764/how-libraries-can-turn-stories-into-maker-projects","authors":["11330"],"categories":["mindshift_20746","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20797","mindshift_895","mindshift_20945","mindshift_980","mindshift_550"],"featImg":"mindshift_48867","label":"mindshift"},"mindshift_40719":{"type":"posts","id":"mindshift_40719","meta":{"index":"posts_1591205157","site":"mindshift","id":"40719","score":null,"sort":[1433337671000]},"guestAuthors":[],"slug":"can-text-messages-and-interventions-nudge-students-through-school","title":"Can Text Messages and Interventions Nudge Students Through School?","publishDate":1433337671,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For a new generation of educational researchers, the distance across the achievement gap isn’t a chasm, but the width of a nudge.\u003c/p>\n\u003cp>A high school senior works hard to finally get a college acceptance letter. The next step of getting to college may seem as simple as showing up on the first day of school, but the long summer between the end of high school and the beginning of college is emerging as a more unpredictable time than previously understood. Some \u003ca href=\"http://www.ed.gov/blog/2013/07/summer-melt/\">10–20 percent\u003c/a> of college-eligible students fail to show up on the first day. In Southwestern states, that number is as high as 44 percent.\u003c/p>\n\u003cp>Several things can happen during the summer financially, emotionally and personally, and those issues can arise during the school year. Dealing with challenges can be distracting, but with a few instances of communication, colleges can help keep students on track. As researchers Ben Castleman and Lindsay Page have shown, \u003ca href=\"http://curry.virginia.edu/uploads/resourceLibrary/9_Castleman_SummerTextMessages.pdf\">a few short text messages to an incoming freshman\u003c/a> can mean the difference between attending college and staying at home. Once college has begun, a few minutes of writing by a low-income student of color can mean the difference between passing a class and dropping out.\u003c/p>\n\u003caside class=\"pullquote alignright\">If each ping and nudge adds to the next—the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/aside>\n\u003cp>In recent years, psychologists and behavioral economists have made tremendous progress in developing a new science of decision-making. Classical economics offered a model of humans as rational actors, carefully weighing costs and benefits. Newly ascendant perspectives portray decision-making as a far more complicated act, where immediate considerations compete with long-term consequences, where efficiency competes with deliberation, and where subconscious factors compete with our conscious thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The strands of this research are diverse. Many educators are familiar with Carol Dweck’s work on mindset, which has shown that students with a “growth mindset” -- a belief that people can learn to become smarter -- outperform students with a fixed view of intelligence. Also well-known is Claude Steele’s work on stereotype threat, which shows that evoking stereotypes -- even in benign ways like asking someone to list their gender -- can diminish student performance on assessments. Educators may be less familiar with the work of Richard Thaler and Cass Sunstein, whose book \"\u003ca href=\"http://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X\">Nudge\u003c/a>\" demonstrates the power of how we frame choices, especially when considering the default setting of choices as opt-in or opt-out.\u003c/p>\n\u003cp>Three important dimensions unite these strands of work. First, all of them imagine human decision-making as far more complicated and subconsciously influenced than older models of rational actors weighing costs and benefits. Second, all three lines of research have demonstrated outsized effects from remarkably small interventions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey.\u003c/aside>\n\u003cp>Peter Bergman used\u003ca href=\"http://www.columbia.edu/~psb2101/BergmanSubmission.pdf\"> a series of text messages and other communications\u003c/a> to parents in Los Angeles and increased GPA and math scores by .2 standard deviations. Hunter Gehlbach and colleagues conducted \u003ca href=\"http://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">a recent classroom intervention\u003c/a> where students and teachers completed surveys that identified commonalities in their relationships that closed achievement gaps by 60 percent. David Yeager used \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">a writing intervention\u003c/a> in an online freshman orientation course at the University of Texas to improve first-year credit completion by 4 percentage points. Each of these studies involved a trivially small and inexpensive intervention, with effects that rival the gains from some of the most expensive efforts in education.\u003c/p>\n\u003cp>The third commonality among these lines of research is that all of them are rapidly moving online. The United States has 3.7 million K-12 educators, and training these teachers across 15,000 school districts to implement new ideas with fidelity is a Herculean task. So researchers are increasingly experimenting with building these interventions directly into learning management systems, online surveys and text messaging platforms.\u003c/p>\n\u003cp>In HarvardX courses on the edX platform, there are currently experiments testing the effects of sending text messages to students' friends to enlist their support and encouragement, of showing similarities between students and professors to boost rapport and increase persistence, and of writing letters to future students about the feeling of belonging in a course to reduce alienation and dropout. And these experiments involve only one program at one university. The experiments are so (relatively) easy to run, and the costs of experimenting with texts and online systems so inexpensive, that this research is poised to spread rapidly.\u003c/p>\n\u003cp>Because research takes so long to go from experiment to publication, the groundswell of this research is only now being felt, but over the next five to ten years we’re going to see a new mountain of published studies about these kinds of psychological and behavioral experiments. Many things remain poorly understood about the longer-term effects of these efforts. Studies haven’t gone on long enough to understand well if educational effects are a small bump or are durable over time.\u003c/p>\n\u003cp>[contextly_sidebar id=\"PJGOH8skbNjcc1MX7gOzbNA1RkUsXFtp\"]\u003c/p>\n\u003cp>Many of the interventions rely on “stealth” to work -- some are less effective when participants know they are being manipulated. But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey. It’s also not clear what would happen if students were subjected to multiple small interventions. If effects are additive -- if each ping and nudge adds to the next -- the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">The gains from these experiments often strike a discordant note with people unfamiliar with this research. Learning is supposed to be hard, and achievement the result of personal commitment and deep study, not the result of a few well-timed text messages. Defenders of the work argue that affluent students are already the recipients of endless nudges, primes and reminders from parents, teachers and counselors, and these interventions just level the playing field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">To what extent are we preparing students for the “real world” if we cushion and control their every step with text messages and psychological tricks? Or can we expect all of these manipulations to invade every element of our political, commercial and working lives anyway? What’s the difference between improving student performance with a better textbook or a better teacher, versus improving student performance with a nudge or a text?\u003c/span>\u003c/p>\n\u003cp>I bring a cautious optimism to these experiments. Education has a long history of silver bullets -- and these certainly look an awful lot like silver bullets. But the published effects are striking and many experiments have been shown to be most effective on our least advantaged students. When I consider any of these experiments in isolation, I think it would be immoral not to send students a few text messages if we knew that could help struggling students improve their grades or get to college.\u003c/p>\n\u003cp>At the same time, I’m unnerved by how, in the aggregate, these experiments seem to be manipulating students as they proceed through an educational journey that, ideally, would develop a strong sense of student independence, curiosity and autonomy.\u003c/p>\n\u003cp>My strongest belief is that the research community needs to engage the public in a conversation about these approaches. The scale of experimentation and adoption means that these methods deserve greater public awareness and scrutiny. Researchers have come to believe that nudges and pings can have enormous power over individual student choices, and educators, parents and the public-at-large need to discuss how that power should best be used.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. You can follow him at \u003ca href=\"https://twitter.com/bjfr\">@bjfr\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Digital nudges and pings have helped kids stay focused on college. But that outreach can be backfire if not properly used. ","status":"publish","parent":0,"modified":1433338050,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1341},"headData":{"title":"Can Text Messages and Interventions Nudge Students Through School? | KQED","description":"Digital nudges and pings have helped kids stay focused on college. But that outreach can be backfire if not properly used. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Text Messages and Interventions Nudge Students Through School?","datePublished":"2015-06-03T13:21:11.000Z","dateModified":"2015-06-03T13:27:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40719 http://ww2.kqed.org/mindshift/?p=40719","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/03/can-text-messages-and-interventions-nudge-students-through-school/","disqusTitle":"Can Text Messages and Interventions Nudge Students Through School?","path":"/mindshift/40719/can-text-messages-and-interventions-nudge-students-through-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>For a new generation of educational researchers, the distance across the achievement gap isn’t a chasm, but the width of a nudge.\u003c/p>\n\u003cp>A high school senior works hard to finally get a college acceptance letter. The next step of getting to college may seem as simple as showing up on the first day of school, but the long summer between the end of high school and the beginning of college is emerging as a more unpredictable time than previously understood. Some \u003ca href=\"http://www.ed.gov/blog/2013/07/summer-melt/\">10–20 percent\u003c/a> of college-eligible students fail to show up on the first day. In Southwestern states, that number is as high as 44 percent.\u003c/p>\n\u003cp>Several things can happen during the summer financially, emotionally and personally, and those issues can arise during the school year. Dealing with challenges can be distracting, but with a few instances of communication, colleges can help keep students on track. As researchers Ben Castleman and Lindsay Page have shown, \u003ca href=\"http://curry.virginia.edu/uploads/resourceLibrary/9_Castleman_SummerTextMessages.pdf\">a few short text messages to an incoming freshman\u003c/a> can mean the difference between attending college and staying at home. Once college has begun, a few minutes of writing by a low-income student of color can mean the difference between passing a class and dropping out.\u003c/p>\n\u003caside class=\"pullquote alignright\">If each ping and nudge adds to the next—the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/aside>\n\u003cp>In recent years, psychologists and behavioral economists have made tremendous progress in developing a new science of decision-making. Classical economics offered a model of humans as rational actors, carefully weighing costs and benefits. Newly ascendant perspectives portray decision-making as a far more complicated act, where immediate considerations compete with long-term consequences, where efficiency competes with deliberation, and where subconscious factors compete with our conscious thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The strands of this research are diverse. Many educators are familiar with Carol Dweck’s work on mindset, which has shown that students with a “growth mindset” -- a belief that people can learn to become smarter -- outperform students with a fixed view of intelligence. Also well-known is Claude Steele’s work on stereotype threat, which shows that evoking stereotypes -- even in benign ways like asking someone to list their gender -- can diminish student performance on assessments. Educators may be less familiar with the work of Richard Thaler and Cass Sunstein, whose book \"\u003ca href=\"http://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X\">Nudge\u003c/a>\" demonstrates the power of how we frame choices, especially when considering the default setting of choices as opt-in or opt-out.\u003c/p>\n\u003cp>Three important dimensions unite these strands of work. First, all of them imagine human decision-making as far more complicated and subconsciously influenced than older models of rational actors weighing costs and benefits. Second, all three lines of research have demonstrated outsized effects from remarkably small interventions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey.\u003c/aside>\n\u003cp>Peter Bergman used\u003ca href=\"http://www.columbia.edu/~psb2101/BergmanSubmission.pdf\"> a series of text messages and other communications\u003c/a> to parents in Los Angeles and increased GPA and math scores by .2 standard deviations. Hunter Gehlbach and colleagues conducted \u003ca href=\"http://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">a recent classroom intervention\u003c/a> where students and teachers completed surveys that identified commonalities in their relationships that closed achievement gaps by 60 percent. David Yeager used \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">a writing intervention\u003c/a> in an online freshman orientation course at the University of Texas to improve first-year credit completion by 4 percentage points. Each of these studies involved a trivially small and inexpensive intervention, with effects that rival the gains from some of the most expensive efforts in education.\u003c/p>\n\u003cp>The third commonality among these lines of research is that all of them are rapidly moving online. The United States has 3.7 million K-12 educators, and training these teachers across 15,000 school districts to implement new ideas with fidelity is a Herculean task. So researchers are increasingly experimenting with building these interventions directly into learning management systems, online surveys and text messaging platforms.\u003c/p>\n\u003cp>In HarvardX courses on the edX platform, there are currently experiments testing the effects of sending text messages to students' friends to enlist their support and encouragement, of showing similarities between students and professors to boost rapport and increase persistence, and of writing letters to future students about the feeling of belonging in a course to reduce alienation and dropout. And these experiments involve only one program at one university. The experiments are so (relatively) easy to run, and the costs of experimenting with texts and online systems so inexpensive, that this research is poised to spread rapidly.\u003c/p>\n\u003cp>Because research takes so long to go from experiment to publication, the groundswell of this research is only now being felt, but over the next five to ten years we’re going to see a new mountain of published studies about these kinds of psychological and behavioral experiments. Many things remain poorly understood about the longer-term effects of these efforts. Studies haven’t gone on long enough to understand well if educational effects are a small bump or are durable over time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Many of the interventions rely on “stealth” to work -- some are less effective when participants know they are being manipulated. But at some point, students are going to notice that everyone keeps sending text messages to their mom or asking them to write a letter to their future selves in a survey. It’s also not clear what would happen if students were subjected to multiple small interventions. If effects are additive -- if each ping and nudge adds to the next -- the results could be revolutionary. If they suffer from diminishing returns, then the revolution may fizzle.\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">The gains from these experiments often strike a discordant note with people unfamiliar with this research. Learning is supposed to be hard, and achievement the result of personal commitment and deep study, not the result of a few well-timed text messages. Defenders of the work argue that affluent students are already the recipients of endless nudges, primes and reminders from parents, teachers and counselors, and these interventions just level the playing field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"line-height: 1.5\">To what extent are we preparing students for the “real world” if we cushion and control their every step with text messages and psychological tricks? Or can we expect all of these manipulations to invade every element of our political, commercial and working lives anyway? What’s the difference between improving student performance with a better textbook or a better teacher, versus improving student performance with a nudge or a text?\u003c/span>\u003c/p>\n\u003cp>I bring a cautious optimism to these experiments. Education has a long history of silver bullets -- and these certainly look an awful lot like silver bullets. But the published effects are striking and many experiments have been shown to be most effective on our least advantaged students. When I consider any of these experiments in isolation, I think it would be immoral not to send students a few text messages if we knew that could help struggling students improve their grades or get to college.\u003c/p>\n\u003cp>At the same time, I’m unnerved by how, in the aggregate, these experiments seem to be manipulating students as they proceed through an educational journey that, ideally, would develop a strong sense of student independence, curiosity and autonomy.\u003c/p>\n\u003cp>My strongest belief is that the research community needs to engage the public in a conversation about these approaches. The scale of experimentation and adoption means that these methods deserve greater public awareness and scrutiny. Researchers have come to believe that nudges and pings can have enormous power over individual student choices, and educators, parents and the public-at-large need to discuss how that power should best be used.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. You can follow him at \u003ca href=\"https://twitter.com/bjfr\">@bjfr\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40719/can-text-messages-and-interventions-nudge-students-through-school","authors":["4354"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_20869","mindshift_20784","mindshift_1040","mindshift_20868","mindshift_654"],"featImg":"mindshift_40747","label":"mindshift"},"mindshift_39565":{"type":"posts","id":"mindshift_39565","meta":{"index":"posts_1591205157","site":"mindshift","id":"39565","score":null,"sort":[1425480033000]},"guestAuthors":[],"slug":"how-tech-spreads-college-learning-everywhere","title":"How Tech Enables College-Level Learning ‘Everywhere’","publishDate":1425480033,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39568\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/mit-campus-tour/\" rel=\"attachment wp-att-39568\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/MIT-Campus-tour.jpg\" alt=\"il.irenelee/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39568\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/ireneillee/6045539287/in/photolist-addYcZ-4wQgpC-bF537U-5tuLWU-6j52Zh-oAHax1-omfdfs-oCJUH4-oCtkFD-omfcXy-oCwqms-omfA6Q-oAHaLN-oAHaME-oCwq8b-omfA2G-oCwqkA-omfd3J-omfzxA-oCtker-2gyZKs-oCHgGu-omfA1Q-oCtkur-omfzZY-oCtkNc-omfd3y-omfd6Q-oCtkt4-oAHaJU-oAHayJ-omfzWG-omfyox-4GMba5-oEuWrt-omfAdo-omfzsq-oAHbbW-omfAj5-oCJVmt-oCHgHS-omg2K4-oCJUBx-omfAkN-oCwqA5-omfyu4-oAHbeb-omfApL-omfduL-omg2Z2\">il.irenelee/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like\">\u003cstrong>By NPR Staff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A lot of parents start worrying about paying for college education soon after their child is born. After that, there's the stressful process of applying to colleges, and then, for those lucky enough to get admitted into a good college, there's college debt.\u003c/p>\n\u003cp>But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, \u003cem>The End of College: Creating the Future of Learning and the University of Everywhere\u003c/em>, Carey envisions a future in which \"the idea of 'admission' to college will become an anachronism, because the University of Everywhere will be open to everyone\" and \"educational resources that have been scarce and expensive for centuries will be abundant and free.\"\u003c/p>\n\u003cp>As an example of how the University of Everywhere might work, Carey points to an online course he took through the Massachusetts Institute of Technology. He tells \u003cem>Fresh Air\u003c/em>'s Terry Gross, \"It [was] the basic intro to biology class. ... The course was taught by a man named Eric Lander, who was the leader of the Human Genome Project in the 1990s. ... The amazing thing ... is that it was essentially in all respects exactly the same class that MIT freshmen take — so all of the same lectures that they saw were actually taped live while MIT students were taking them and then broadcast over this class a couple of weeks later. Both myself and tens of thousands of people around the world from almost every country on Earth who were taking this class online did the same homework, read the same textbooks, took the same exams — both the midterm and the final — and were graded on the same scale. It was an amazing class. I learned a tremendous amount.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why the majority of American college students decide to go to college\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When you ask people why they're going to college, overwhelmingly the answer is, \"So I can get a better job,\" because you really can't make it in today's economy without some kind of credential from a post-secondary institution. So partly this [is] being driven by the fact that people need to go to college in order to make their way in the world and get credentials for, frankly, not the tens or even hundreds of thousands of dollars that colleges charge today.\u003c/p>\n\u003cp>\u003cstrong>On how college \"replicates privilege\"\u003c/strong>\u003c/p>\n\u003cp>You just have to look at the numbers and you see that people who attend America's most elite universities are disproportionately wealthy, disproportionately well-off, in many cases disproportionately white; their parents both have college degrees, which is unusual. And because college is getting more and more expensive, it's less of a meritocracy, I would argue. If only the rich can afford to go to the \"good colleges,\" then we don't have a system of opportunity; we have a system of replicating privilege that already exists. I think that — given the wider trend of growing inequality in the United States of America — is a huge, huge problem.\u003c/p>\n\u003cp>\u003cstrong>On what's wrong with college admissions \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39566\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/kevin-carey%c2%80%c2%99s-writing-has-appeared-in-the-new-york-times-slate-and-the-chronicle-of-higher-education/\" rel=\"attachment wp-att-39566\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/kevin-carey-cc-by-4.0-amanda-r.-gaines_custom-364534e1b1fe52e93f6855b6ac16faac3148b102-140x140.jpg\" alt=\"Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education. Amanda Gaines/Courtesy of Riverhead\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39566\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education.\u003cbr>Amanda Gaines/Courtesy of Riverhead\u003c/figcaption>\u003c/figure>\n\u003cp>The problem with college admissions is that colleges don't really know that much about students. All they kind of have to go on is an SAT [or ACT] score, which is kind of a blunt instrument ... a high school transcript, which is sort of hard to figure out, [and] maybe a personal essay, who knows who wrote the personal essay. So they tend to fall back on, \"Is this person a legacy? Did they go to a 'good high school?'\" Well, everyone figures out where \"good high schools\" are and people pay a lot of money in tuition if it's a private high school, or in the real estate market to buy a house near the good high school. And so again the opportunities for students to go to particularly elite colleges that are often the stepping stone toward the best jobs in government or business are in many ways constricted to a narrow band of people.\u003c/p>\n\u003cp>\u003cstrong>On why college is so expensive \u003c/strong>\u003c/p>\n\u003cp>Colleges are expensive because they can be, because they want to be and because they were built to be that way. ... Colleges are expensive because they occupy a very privileged position in American society. The economy has changed so much, a lot of the blue-collar jobs have disappeared such that people can really only succeed and make a different kind of living if they have some kind of college credential. So if you're in a position where you're the only kind of organization that will sell those experiences and those credentials, then you have a lot of power over the market. Colleges are also driven to compete with one another for status and prestige. Most colleges are nonprofit: They're not trying to maximize their revenue, what they're trying to do is maximize how important they are so that people who work there seem important and like special people.\u003c/p>\n\u003cp>\u003cstrong>On the term \"University of Everywhere\" \u003c/strong>\u003c/p>\n\u003cp>The University of Everywhere is the university that I think my children and future generations will attend when they go to college. ... They will look very different in some ways, although not in other ways, from the colleges that I went to and that many of us have become familiar with. This will be driven by advances in information technology: So whereas historically you went to college in a specific place and only studied with the other people who could afford to go [to] that place, in the future we're going to study with people all over the world, interconnected over global learning networks and in organizations that in some cases aren't colleges as we know them today, but rather 21st-century learning organizations that take advantage of all of the educational tools that are rapidly becoming available to offer great college experiences for much less money.\u003c/p>\n\u003cp>[contextly_sidebar id=\"tdvYz5tTHdspqIRDIb0vWdj5mLFk8FTf\"]\u003c/p>\n\u003cp>\u003cstrong>On the advantage of online education\u003c/strong> \u003cstrong>programs like \u003ca href=\"https://www.edx.org/\">edX\u003c/a>, which he took his MIT class through\u003c/strong>\u003c/p>\n\u003cp>They will and should be much, much less expensive than the tens of thousands of dollars that people are now obligated to pay for college. The online class that I took from MIT — and again, this is exactly the same class that MIT teaches to its own students — cost me nothing. It was free. I signed up and I took the class. All of the classes offered, hundreds of the classes offered by edX from Harvard, MIT, some of the best universities in the world ... they're free. And the reason is because it doesn't cost them any more money to let one more person take the class. Once they've made the investment of building it and taping all the lectures, the marginal cost of letting an additional person take it is nothing. So this kind of marginal cost pricing — where people only pay the marginal cost of what it costs to provide them with the service — is going to drive a lot of the economics of higher education in the future.\u003c/p>\n\u003cp>Second, people will have a far broader access to educational materials and to other students than they have in the past. ... The design of the university is a design that comes from scarcity, so if you wanted to learn, traditionally, until very recently, you had to go someplace where the other students were, where the smart professors were and where the books were. It was expensive to put all of those things together in one place. ... So there could only ever be a relatively small number of places like that and if you ran a place like that you could decide who comes in the gates and who doesn't, and charge people a lot of money.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>We are now headed into a time of abundance when it comes to educational resources. All the books in the world are now available on your iPad or your phone or your computer, or will be soon. The same is true for all of the lectures of all of the smartest people in the world, and the course notes and the problem sets. ... Once they're built, the cost of providing them to the 10,000th student or the millionth student is almost nothing. One aspect of the University of Everywhere is it isn't going to cost nearly as much as $60,000 a year, which is what a private college would charge you today. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Prepare+For+%27The+End+Of+College%27%3A+Here%27s+What+Free+Higher+Ed+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In his new book, Kevin Carey envisions a future in which online education programs solve two of colleges' biggest problems: costs and admissions.","status":"publish","parent":0,"modified":1425480083,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1480},"headData":{"title":"How Tech Enables College-Level Learning ‘Everywhere’ | KQED","description":"In his new book, Kevin Carey envisions a future in which online education programs solve two of colleges' biggest problems: costs and admissions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tech Enables College-Level Learning ‘Everywhere’","datePublished":"2015-03-04T14:40:33.000Z","dateModified":"2015-03-04T14:41:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39565 http://blogs.kqed.org/mindshift/?p=39565","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/04/how-tech-spreads-college-learning-everywhere/","disqusTitle":"How Tech Enables College-Level Learning ‘Everywhere’","nprStoryId":"390167950","nprApiLink":"http://api.npr.org/query?id=390167950&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like?ft=nprml&f=390167950","nprRetrievedStory":"1","nprPubDate":"Tue, 03 Mar 2015 16:58:00 -0500","nprStoryDate":"Tue, 03 Mar 2015 14:09:00 -0500","nprLastModifiedDate":"Tue, 03 Mar 2015 16:58:21 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/03/20150303_fa_01.mp3?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","nprAudioM3u":"http://api.npr.org/m3u/1390469936-24f3f9.m3u?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","path":"/mindshift/39565/how-tech-spreads-college-learning-everywhere","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/fa/2015/03/20150303_fa_01.mp3?orgId=1&topicId=1033&e=390167950&d=1789&ft=nprml&f=390167950","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39568\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/mit-campus-tour/\" rel=\"attachment wp-att-39568\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/MIT-Campus-tour.jpg\" alt=\"il.irenelee/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39568\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/ireneillee/6045539287/in/photolist-addYcZ-4wQgpC-bF537U-5tuLWU-6j52Zh-oAHax1-omfdfs-oCJUH4-oCtkFD-omfcXy-oCwqms-omfA6Q-oAHaLN-oAHaME-oCwq8b-omfA2G-oCwqkA-omfd3J-omfzxA-oCtker-2gyZKs-oCHgGu-omfA1Q-oCtkur-omfzZY-oCtkNc-omfd3y-omfd6Q-oCtkt4-oAHaJU-oAHayJ-omfzWG-omfyox-4GMba5-oEuWrt-omfAdo-omfzsq-oAHbbW-omfAj5-oCJVmt-oCHgHS-omg2K4-oCJUBx-omfAkN-oCwqA5-omfyu4-oAHbeb-omfApL-omfduL-omg2Z2\">il.irenelee/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2015/03/03/390167950/prepare-for-the-end-of-college-heres-what-free-higher-ed-looks-like\">\u003cstrong>By NPR Staff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>A lot of parents start worrying about paying for college education soon after their child is born. After that, there's the stressful process of applying to colleges, and then, for those lucky enough to get admitted into a good college, there's college debt.\u003c/p>\n\u003cp>But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, \u003cem>The End of College: Creating the Future of Learning and the University of Everywhere\u003c/em>, Carey envisions a future in which \"the idea of 'admission' to college will become an anachronism, because the University of Everywhere will be open to everyone\" and \"educational resources that have been scarce and expensive for centuries will be abundant and free.\"\u003c/p>\n\u003cp>As an example of how the University of Everywhere might work, Carey points to an online course he took through the Massachusetts Institute of Technology. He tells \u003cem>Fresh Air\u003c/em>'s Terry Gross, \"It [was] the basic intro to biology class. ... The course was taught by a man named Eric Lander, who was the leader of the Human Genome Project in the 1990s. ... The amazing thing ... is that it was essentially in all respects exactly the same class that MIT freshmen take — so all of the same lectures that they saw were actually taped live while MIT students were taking them and then broadcast over this class a couple of weeks later. Both myself and tens of thousands of people around the world from almost every country on Earth who were taking this class online did the same homework, read the same textbooks, took the same exams — both the midterm and the final — and were graded on the same scale. It was an amazing class. I learned a tremendous amount.\"\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why the majority of American college students decide to go to college\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you ask people why they're going to college, overwhelmingly the answer is, \"So I can get a better job,\" because you really can't make it in today's economy without some kind of credential from a post-secondary institution. So partly this [is] being driven by the fact that people need to go to college in order to make their way in the world and get credentials for, frankly, not the tens or even hundreds of thousands of dollars that colleges charge today.\u003c/p>\n\u003cp>\u003cstrong>On how college \"replicates privilege\"\u003c/strong>\u003c/p>\n\u003cp>You just have to look at the numbers and you see that people who attend America's most elite universities are disproportionately wealthy, disproportionately well-off, in many cases disproportionately white; their parents both have college degrees, which is unusual. And because college is getting more and more expensive, it's less of a meritocracy, I would argue. If only the rich can afford to go to the \"good colleges,\" then we don't have a system of opportunity; we have a system of replicating privilege that already exists. I think that — given the wider trend of growing inequality in the United States of America — is a huge, huge problem.\u003c/p>\n\u003cp>\u003cstrong>On what's wrong with college admissions \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_39566\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-tech-spreads-college-learning-everywhere/kevin-carey%c2%80%c2%99s-writing-has-appeared-in-the-new-york-times-slate-and-the-chronicle-of-higher-education/\" rel=\"attachment wp-att-39566\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/kevin-carey-cc-by-4.0-amanda-r.-gaines_custom-364534e1b1fe52e93f6855b6ac16faac3148b102-140x140.jpg\" alt=\"Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education. Amanda Gaines/Courtesy of Riverhead\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-39566\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kevin Carey'€™s writing has appeared in The New York Times, Slate and The Chronicle of Higher Education.\u003cbr>Amanda Gaines/Courtesy of Riverhead\u003c/figcaption>\u003c/figure>\n\u003cp>The problem with college admissions is that colleges don't really know that much about students. All they kind of have to go on is an SAT [or ACT] score, which is kind of a blunt instrument ... a high school transcript, which is sort of hard to figure out, [and] maybe a personal essay, who knows who wrote the personal essay. So they tend to fall back on, \"Is this person a legacy? Did they go to a 'good high school?'\" Well, everyone figures out where \"good high schools\" are and people pay a lot of money in tuition if it's a private high school, or in the real estate market to buy a house near the good high school. And so again the opportunities for students to go to particularly elite colleges that are often the stepping stone toward the best jobs in government or business are in many ways constricted to a narrow band of people.\u003c/p>\n\u003cp>\u003cstrong>On why college is so expensive \u003c/strong>\u003c/p>\n\u003cp>Colleges are expensive because they can be, because they want to be and because they were built to be that way. ... Colleges are expensive because they occupy a very privileged position in American society. The economy has changed so much, a lot of the blue-collar jobs have disappeared such that people can really only succeed and make a different kind of living if they have some kind of college credential. So if you're in a position where you're the only kind of organization that will sell those experiences and those credentials, then you have a lot of power over the market. Colleges are also driven to compete with one another for status and prestige. Most colleges are nonprofit: They're not trying to maximize their revenue, what they're trying to do is maximize how important they are so that people who work there seem important and like special people.\u003c/p>\n\u003cp>\u003cstrong>On the term \"University of Everywhere\" \u003c/strong>\u003c/p>\n\u003cp>The University of Everywhere is the university that I think my children and future generations will attend when they go to college. ... They will look very different in some ways, although not in other ways, from the colleges that I went to and that many of us have become familiar with. This will be driven by advances in information technology: So whereas historically you went to college in a specific place and only studied with the other people who could afford to go [to] that place, in the future we're going to study with people all over the world, interconnected over global learning networks and in organizations that in some cases aren't colleges as we know them today, but rather 21st-century learning organizations that take advantage of all of the educational tools that are rapidly becoming available to offer great college experiences for much less money.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On the advantage of online education\u003c/strong> \u003cstrong>programs like \u003ca href=\"https://www.edx.org/\">edX\u003c/a>, which he took his MIT class through\u003c/strong>\u003c/p>\n\u003cp>They will and should be much, much less expensive than the tens of thousands of dollars that people are now obligated to pay for college. The online class that I took from MIT — and again, this is exactly the same class that MIT teaches to its own students — cost me nothing. It was free. I signed up and I took the class. All of the classes offered, hundreds of the classes offered by edX from Harvard, MIT, some of the best universities in the world ... they're free. And the reason is because it doesn't cost them any more money to let one more person take the class. Once they've made the investment of building it and taping all the lectures, the marginal cost of letting an additional person take it is nothing. So this kind of marginal cost pricing — where people only pay the marginal cost of what it costs to provide them with the service — is going to drive a lot of the economics of higher education in the future.\u003c/p>\n\u003cp>Second, people will have a far broader access to educational materials and to other students than they have in the past. ... The design of the university is a design that comes from scarcity, so if you wanted to learn, traditionally, until very recently, you had to go someplace where the other students were, where the smart professors were and where the books were. It was expensive to put all of those things together in one place. ... So there could only ever be a relatively small number of places like that and if you ran a place like that you could decide who comes in the gates and who doesn't, and charge people a lot of money.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We are now headed into a time of abundance when it comes to educational resources. All the books in the world are now available on your iPad or your phone or your computer, or will be soon. The same is true for all of the lectures of all of the smartest people in the world, and the course notes and the problem sets. ... Once they're built, the cost of providing them to the 10,000th student or the millionth student is almost nothing. One aspect of the University of Everywhere is it isn't going to cost nearly as much as $60,000 a year, which is what a private college would charge you today. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Prepare+For+%27The+End+Of+College%27%3A+Here%27s+What+Free+Higher+Ed+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39565/how-tech-spreads-college-learning-everywhere","authors":["4354"],"categories":["mindshift_20746"],"tags":["mindshift_20784","mindshift_1040","mindshift_68","mindshift_556","mindshift_654"],"featImg":"mindshift_39568","label":"mindshift"},"mindshift_39332":{"type":"posts","id":"mindshift_39332","meta":{"index":"posts_1591205157","site":"mindshift","id":"39332","score":null,"sort":[1423837909000]},"guestAuthors":[],"slug":"techniques-for-unleashing-student-work-from-learning-management-systems","title":"Techniques for Unleashing Student Work from Learning Management Systems","publishDate":1423837909,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39363\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/techniques-for-unleashing-student-work-from-learning-management-systems/pipes/\" rel=\"attachment wp-att-39363\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Pipes.gif\" alt=\"Ari Moore/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39363\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ari Moore/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>Helping students become networked learners begins by thinking carefully about where we conduct our online learning. Most online learning in higher education and in K-12 takes place in Learning Management Systems (LMS) such as Canvas, Moodle or Blackboard. In higher education in particular, these LMS are designed to scale up the distribution of course materials — by default they are configured to distribute syllabi, course readings and assignments. Student contributions are usually limited to discussion forums and assignment submissions.\u003c/p>\n\u003cp>Since these are institutionally managed spaces, students can lose control over what they submit to the LMS. At many universities, after three or six months, the sites are deleted, and all of the intellectual contributions that students are asked to make to forums or assessments are washed away. While LMS offer certain advantages for scaling standard experiences, these spaces are homogenized, transient and disempowering. As Jim Groom and Brian Lamb argue in \"\u003ca href=\"http://www.educause.edu/visuals/shared/er/extras/2014/ReclaimingInnovation/default.html\">Reclaiming Innovation\u003c/a>,\" their critique of learning management systems, the fundamental problem is that learning management systems are ultimately about serving the needs of institutions, not individual students.\u003c/p>\n\u003cp>\u003cstrong>Breaking Out of the LMS\u003c/strong>\u003c/p>\n\u003cp>Last fall, I taught \u003cem>T509- Massive: The Future of Learning at Scale\u003c/em>, a course at the Harvard Graduate School of Education that examined a variety of large-scale learning environments with many learners and few instructors. The course design was inspired by the values of other educators who have congregated under the banner of \u003ca href=\"http://www.connectivistmoocs.org/\">Connectivist\u003c/a> or \u003ca href=\"http://connectedcourses.net/\">Connected Courses\u003c/a>. In these kinds of courses, \u003cem>how \u003c/em>students learn is as important as \u003cem>what \u003c/em>students learn. An explicit goal is for students to learn to build networks of learning resources — people, readings, websites and communities—that can help them continue learning in a domain long after a course ends.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a different and potentially quite radical vision of the purposes of schooling. In \u003ca href=\"http://www.itdl.org/journal/jan_05/article01.htm\">his manifesto on Connectivism\u003c/a>, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important than whatever I could teach students about large-scale learning in the 12 three-hour sessions that we had together.\u003c/p>\n\u003cp>Stephen Downes, a co-creator of the first Connectivist learning environments, offers an even more radical framing: he argues that \u003ca href=\"https://www.insidehighered.com/blogs/hack-higher-education/ed-tech-macguffin\">the content is a MacGuffin\u003c/a>, the plot device in a Hitchcock movie that starts the story but ultimately proves unimportant. For many professors and teachers, the notion that the content is a trick to get people to start learning together is an affront to the profession. But these kinds of provocations are wonderful places to rethink what teaching and learning can look like in a networked world.\u003c/p>\n\u003cp>\u003cstrong>Tools for Connected Learning\u003c/strong>\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, then, we needed to develop a technology-mediated learning environment that could support connected learning. This begins by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change. \u003c/p>\n\u003cp>[contextly_sidebar id=\"wXvBkIDekrx5HlzzdpQreGtxwxId6X2B\"]\u003c/p>\n\u003cp>While empowering, the challenge of this model is that everyone’s creations are spread across the open Web. The way that most courses deal with the problem of distributed production is by forcing all students to post in the same place, in the password-walled, institutionally controlled LMS. The way that Connected Courses deal with this challenge is by \u003ca href=\"http://cogdogblog.com/2014/07/14/feed-wordpress-101/\">aggregation\u003c/a>, sometimes also called syndication. All of the content produced on student blogs, websites, Twitter accounts and other social media accounts is syndicated to a single website.\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, we had a website, \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>, where student contributions flowed together. When students created posts tagged with the hashtag \u003ca href=\"https://twitter.com/search?f=realtime&q=%23t509massive&src=typd\">#t509massive\u003c/a>, their content was aggregated together on the t509massive.org site. On the \u003ca href=\"http://t509massive.org/flow/\">Flow\u003c/a> page, every piece of content created by students, myself and teaching staff was aggregated into one place. We also had \u003ca href=\"http://t509massive.org/category/blog-hub/\">Blog\u003c/a> and \u003ca href=\"http://t509massive.org/category/twitter-hub/\">Twitter Hubs\u003c/a> that displayed only long-form writing from blogs or microposts from Twitter. A \u003ca href=\"http://t509massive.org/category/spotlight/\">Spotlight\u003c/a> page highlighted some of the best writings from students.\u003c/p>\n\u003cp>\u003cstrong>Some Advantages\u003c/strong>\u003c/p>\n\u003cp>This online learning environment had three important advantages. First, students owned their means of production. They weren’t writing in discussion forums in order to get 2 points for posting to the weekly prompt. They wrote to communicate with audiences within the class and beyond. Second, everyone’s thinking could be found in the same place, by looking at hashtags and our syndication engines on \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>. Finally, this design allows our learning to be permeable to the outside world. Students could write for audiences they cared about: fellow librarians or English teachers or education technologists working in developing countries. And as our networks grew, colleagues form outside our classroom could share with us, by posting links or thoughts to the #t509massive hashtag.\u003c/p>\n\u003cp>Even though the class has ended, students still share on the hashtag, still write on their blogs and still enjoy the benefits of the connections that we’ve built together. As a teacher, it’s thrilling to look at the Blog Hub a month after class has ended and to see that people are still posting and sharing.\u003c/p>\n\u003cp>So what did students do with all of these spaces and connections? My students come from all over the world, geographically and intellectually. After their one-year master's program, they are going back to classrooms, libraries, district offices, policy shops, edtech startups, engineering firms, medical schools, divisions of continuing education, community colleges and more. It would be impossible to design assignments that served all of them well. Rather than proscribe specific assignments for students, I asked them to take up the challenge of determining what would be useful to them, to their classmates and to the wider world.\u003c/p>\n\u003cp>I gave students \u003ca href=\"http://t509massive.org/participation-rubric/\">structures\u003c/a> for doing so: students wrote and then revised a rubric that defined how they would contribute to our networked learning commons and what excellent work in this space might look like. But ultimately, the students determined what and how they wanted to write. For some, this was the greatest challenge of all. Accustomed to trying to figure out what “the teacher wanted to hear,” many of my students struggled to figure out what they might want to say in their own voice, and what kinds of contributions they could make to their own learning, their classmates and to the wider world.\u003c/p>\n\u003cp>In my mind, this is exactly what the future of lifelong learning looks like. We will be learning constantly throughout our careers as workers and citizens, and once young people graduate from formal institutions, much of that learning will be self-directed and unstructured. What I hope that students could take away from my Connected Course were the skill sets to participate in that kind of learning out on the open Web, and the belief that lifelong learning can be most powerful when we intentionally build networks of people to learn with us.\u003c/p>\n\u003cp>On the first day of my course, I tell students that they have three responsibilities: to advance their own learning, to advance the learning of their classmates and to advance the learning of their wider communities. If they are successful as students, they’ll benefit not only themselves, but their classmates and colleagues beyond.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Learning management systems, like Blackboard and Moodle, have helped educators manage assignments. However, the LMS can be an obstacle to letting students take their work with them while connecting to the greater world. ","status":"publish","parent":0,"modified":1423837916,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1338},"headData":{"title":"Techniques for Unleashing Student Work from Learning Management Systems | KQED","description":"Learning management systems, like Blackboard and Moodle, have helped educators manage assignments. However, the LMS can be an obstacle to letting students take their work with them while connecting to the greater world. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Techniques for Unleashing Student Work from Learning Management Systems","datePublished":"2015-02-13T14:31:49.000Z","dateModified":"2015-02-13T14:31:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39332 http://blogs.kqed.org/mindshift/?p=39332","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/13/techniques-for-unleashing-student-work-from-learning-management-systems/","disqusTitle":"Techniques for Unleashing Student Work from Learning Management Systems","path":"/mindshift/39332/techniques-for-unleashing-student-work-from-learning-management-systems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39363\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/techniques-for-unleashing-student-work-from-learning-management-systems/pipes/\" rel=\"attachment wp-att-39363\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/Pipes.gif\" alt=\"Ari Moore/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39363\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ari Moore/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp>Helping students become networked learners begins by thinking carefully about where we conduct our online learning. Most online learning in higher education and in K-12 takes place in Learning Management Systems (LMS) such as Canvas, Moodle or Blackboard. In higher education in particular, these LMS are designed to scale up the distribution of course materials — by default they are configured to distribute syllabi, course readings and assignments. Student contributions are usually limited to discussion forums and assignment submissions.\u003c/p>\n\u003cp>Since these are institutionally managed spaces, students can lose control over what they submit to the LMS. At many universities, after three or six months, the sites are deleted, and all of the intellectual contributions that students are asked to make to forums or assessments are washed away. While LMS offer certain advantages for scaling standard experiences, these spaces are homogenized, transient and disempowering. As Jim Groom and Brian Lamb argue in \"\u003ca href=\"http://www.educause.edu/visuals/shared/er/extras/2014/ReclaimingInnovation/default.html\">Reclaiming Innovation\u003c/a>,\" their critique of learning management systems, the fundamental problem is that learning management systems are ultimately about serving the needs of institutions, not individual students.\u003c/p>\n\u003cp>\u003cstrong>Breaking Out of the LMS\u003c/strong>\u003c/p>\n\u003cp>Last fall, I taught \u003cem>T509- Massive: The Future of Learning at Scale\u003c/em>, a course at the Harvard Graduate School of Education that examined a variety of large-scale learning environments with many learners and few instructors. The course design was inspired by the values of other educators who have congregated under the banner of \u003ca href=\"http://www.connectivistmoocs.org/\">Connectivist\u003c/a> or \u003ca href=\"http://connectedcourses.net/\">Connected Courses\u003c/a>. In these kinds of courses, \u003cem>how \u003c/em>students learn is as important as \u003cem>what \u003c/em>students learn. An explicit goal is for students to learn to build networks of learning resources — people, readings, websites and communities—that can help them continue learning in a domain long after a course ends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a different and potentially quite radical vision of the purposes of schooling. In \u003ca href=\"http://www.itdl.org/journal/jan_05/article01.htm\">his manifesto on Connectivism\u003c/a>, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important than whatever I could teach students about large-scale learning in the 12 three-hour sessions that we had together.\u003c/p>\n\u003cp>Stephen Downes, a co-creator of the first Connectivist learning environments, offers an even more radical framing: he argues that \u003ca href=\"https://www.insidehighered.com/blogs/hack-higher-education/ed-tech-macguffin\">the content is a MacGuffin\u003c/a>, the plot device in a Hitchcock movie that starts the story but ultimately proves unimportant. For many professors and teachers, the notion that the content is a trick to get people to start learning together is an affront to the profession. But these kinds of provocations are wonderful places to rethink what teaching and learning can look like in a networked world.\u003c/p>\n\u003cp>\u003cstrong>Tools for Connected Learning\u003c/strong>\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, then, we needed to develop a technology-mediated learning environment that could support connected learning. This begins by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change. \u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While empowering, the challenge of this model is that everyone’s creations are spread across the open Web. The way that most courses deal with the problem of distributed production is by forcing all students to post in the same place, in the password-walled, institutionally controlled LMS. The way that Connected Courses deal with this challenge is by \u003ca href=\"http://cogdogblog.com/2014/07/14/feed-wordpress-101/\">aggregation\u003c/a>, sometimes also called syndication. All of the content produced on student blogs, websites, Twitter accounts and other social media accounts is syndicated to a single website.\u003c/p>\n\u003cp>For \u003cem>Massive\u003c/em>, we had a website, \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>, where student contributions flowed together. When students created posts tagged with the hashtag \u003ca href=\"https://twitter.com/search?f=realtime&q=%23t509massive&src=typd\">#t509massive\u003c/a>, their content was aggregated together on the t509massive.org site. On the \u003ca href=\"http://t509massive.org/flow/\">Flow\u003c/a> page, every piece of content created by students, myself and teaching staff was aggregated into one place. We also had \u003ca href=\"http://t509massive.org/category/blog-hub/\">Blog\u003c/a> and \u003ca href=\"http://t509massive.org/category/twitter-hub/\">Twitter Hubs\u003c/a> that displayed only long-form writing from blogs or microposts from Twitter. A \u003ca href=\"http://t509massive.org/category/spotlight/\">Spotlight\u003c/a> page highlighted some of the best writings from students.\u003c/p>\n\u003cp>\u003cstrong>Some Advantages\u003c/strong>\u003c/p>\n\u003cp>This online learning environment had three important advantages. First, students owned their means of production. They weren’t writing in discussion forums in order to get 2 points for posting to the weekly prompt. They wrote to communicate with audiences within the class and beyond. Second, everyone’s thinking could be found in the same place, by looking at hashtags and our syndication engines on \u003ca href=\"http://t509massive.org\">t509massive.org\u003c/a>. Finally, this design allows our learning to be permeable to the outside world. Students could write for audiences they cared about: fellow librarians or English teachers or education technologists working in developing countries. And as our networks grew, colleagues form outside our classroom could share with us, by posting links or thoughts to the #t509massive hashtag.\u003c/p>\n\u003cp>Even though the class has ended, students still share on the hashtag, still write on their blogs and still enjoy the benefits of the connections that we’ve built together. As a teacher, it’s thrilling to look at the Blog Hub a month after class has ended and to see that people are still posting and sharing.\u003c/p>\n\u003cp>So what did students do with all of these spaces and connections? My students come from all over the world, geographically and intellectually. After their one-year master's program, they are going back to classrooms, libraries, district offices, policy shops, edtech startups, engineering firms, medical schools, divisions of continuing education, community colleges and more. It would be impossible to design assignments that served all of them well. Rather than proscribe specific assignments for students, I asked them to take up the challenge of determining what would be useful to them, to their classmates and to the wider world.\u003c/p>\n\u003cp>I gave students \u003ca href=\"http://t509massive.org/participation-rubric/\">structures\u003c/a> for doing so: students wrote and then revised a rubric that defined how they would contribute to our networked learning commons and what excellent work in this space might look like. But ultimately, the students determined what and how they wanted to write. For some, this was the greatest challenge of all. Accustomed to trying to figure out what “the teacher wanted to hear,” many of my students struggled to figure out what they might want to say in their own voice, and what kinds of contributions they could make to their own learning, their classmates and to the wider world.\u003c/p>\n\u003cp>In my mind, this is exactly what the future of lifelong learning looks like. We will be learning constantly throughout our careers as workers and citizens, and once young people graduate from formal institutions, much of that learning will be self-directed and unstructured. What I hope that students could take away from my Connected Course were the skill sets to participate in that kind of learning out on the open Web, and the belief that lifelong learning can be most powerful when we intentionally build networks of people to learn with us.\u003c/p>\n\u003cp>On the first day of my course, I tell students that they have three responsibilities: to advance their own learning, to advance the learning of their classmates and to advance the learning of their wider communities. If they are successful as students, they’ll benefit not only themselves, but their classmates and colleagues beyond.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Justin Reich is the Richard L. Menschel HarvardX Research Fellow, and an Adjunct Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39332/techniques-for-unleashing-student-work-from-learning-management-systems","authors":["4354"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_1015","mindshift_20784","mindshift_1040","mindshift_20814"],"featImg":"mindshift_39363","label":"mindshift"},"mindshift_35763":{"type":"posts","id":"mindshift_35763","meta":{"index":"posts_1591205157","site":"mindshift","id":"35763","score":null,"sort":[1400508021000]},"guestAuthors":[],"slug":"how-transparency-can-transform-school-culture","title":"How Transparency Can Transform School Culture","publishDate":1400508021,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35804\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/1843120451-300x300.jpg\" alt=\"Getty\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">To meet the challenges of teaching in an increasingly connected world, school leaders, educators and community members could benefit from building a culture of transparency and connectivity, creating a culture of sharing around the successes and struggles of teaching and learning.\u003c/p>\n\u003cp>Creating a transparent school starts with a school’s leadership. “Leadership has to buy into the value of connectivity,” said Dr. Joe Mazza, director of connected teaching, learning and leadership at \u003ca href=\"http://www.npenn.org/site/default.aspx?PageID=1\" target=\"_blank\">North Penn School District \u003c/a>and a former elementary school principal in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “The culture offline or online has to say we care about being open minded to the rest of our learning community whether that’s local or global.”\u003c/p>\n\u003cp>Many educators have found connecting through social media and other online platforms is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\" target=\"_blank\">valuable for sharing resources and inspire one another\u003c/a>. But some teachers are still wary of social media after a few high-profile incidents of teachers being accused of wrong-doing on the web, Mazza said. \"Once teachers understand that the leadership is taking a risk, then they feel a lot more comfortable doing so,” he said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"7768960fcbf57e1f4c2b73845932800b\"]\u003c/p>\n\u003cp>Starting with a foundation of openness to learning new ideas and encouraging innovation among teachers is also important because social media often amplifies whatever school culture already exists. “If you don’t have a culture that’s a collaborative one, that’s relationship-based, that’s selfless, that’s constantly taking an inquiry stance, then a lot of the social media stuff isn't going to fit the vision,” Mazza said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>School and district leaders can model transparency by sharing the notes from staff meetings, school board meetings and even in-service teacher learning days with the whole school community. Removing the mystery can help everyone see why the district does what it does. That includes being clear with students about what the goals are and where the district is going so that they can be part of the transparent culture too. Leaders can also share what they’ve learned from conferences and bring that excitement back to the district.\u003c/p>\n\u003cp>“When you are using digital tools and other social media it’s like you’re yelling out the front door of your school because you are so proud of something,” Mazza said. It gives educators a chance to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">write their own stories\u003c/a> and to connect more easily with parents and other community members. And just as school and district leadership can inspire teachers to connect with their peers, teachers in turn can role model good online behavior for students. “Embrace the fact that everything you do online and off is role-modeling for kids; and they need good role models,” Mazza said.\u003c/p>\n\u003cp>Connecting with other educators puts control in the hands of educators, but it also helps push the field forward. “It’s important for us not to just look at connectivity for ourselves, but for the entire field of education,” Mazza said. He encourages his teachers to pose problems they face to the Twitter-verse, where they can get great ideas from other educators who have faced similar issues almost immediately.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using digital tools and other social media it’s like you're yelling out the front door of your school because you are so proud of something.\"\u003c/aside>\n\u003cp>“The more we take, the more we give,” said \u003ca href=\"https://twitter.com/Jeff_Zoul\" target=\"_blank\">Jeff Zoul\u003c/a>, a principal in Deerfield, Illinois. “Sometimes a teacher will tweet something out to the hashtag and the next thing we know we’ve got educators all over the country sharing other resources.”\u003c/p>\n\u003cp>\u003cstrong>RELATIONSHIPS AT THE CORE OF CONNECTIVITY\u003c/strong>\u003c/p>\n\u003cp>It’s easy to hear the term “connected educator” and immediately think of technology, but the most important connections are made face-to-face. “Every one of our 18 schools are very different and the teachers expect us to meet them where they are,” Mazza said. “Every teacher and leader and parent are leveraging tools on a different basis.”\u003c/p>\n\u003cp>Mazza will even print out relevant Twitter chats -- yes, print! -- and articles for principals in his district who aren’t comfortable with technology. By first showing the power of connecting in a familiar form he hopes reluctant educators begin to see that the benefits can outweigh the hassle or potential harm. “When you see it not as work, but as inspiring and helping you get the work done, that’s when your mind opens up,” Mazza said. He’ll often sit down and look at a school improvement plan or goals with a principal and as they move down the list together he’ll list various Twitter hashtags that could offer some suggestions for meeting those goals.\u003c/p>\n\u003cp>Focusing on relationships is equally important for engaging parents and community members with what’s happening at school. “You need those families or else the kids aren’t going to meet their full potential,” Mazza said. He tries to offer parents lots of ways to engage and emphasizes that they should pick what works for them, not necessarily engage on all the platforms.\u003c/p>\n\u003cp>“It’s really about listening and getting out there and making relationships with all these stakeholders,” Mazza said. “If they are not on the internet at all then it’s up to us to get out there and know them. We can’t widen the gap just because they aren’t online.” He makes home visits, especially at the beginning of the year, listening to parent concerns, letting them know about various ways to connect with the school and showing that he cares about the individual student’s well being. “The majority are flattered and honored that you would make the extra effort to get to know them,” Mazza said.\u003c/p>\n\u003cp>He’s also had success holding monthly parent-teacher leadership meetings. Student voice is the center of the meeting, and a group of students always present on something they are doing at school first. Then the discussion can range from how to meet school goals to social and emotional well-being or fundraising.\u003c/p>\n\u003cp>In 2008 when he started these meetings, Mazza would have seven or eight white families coming to those meetings. But he’s started moving them around to different community libraries, as well as streaming them online. Participation has spiked to between 50 and 60 families present physically and another 30 participating online. He partnered with the neighborhood gathering places like the mosque and Korean church to put in computer labs that students use for school work, but that also stream the parent-teacher leadership meetings so community members can participate even if they don’t have internet connections.\u003c/p>\n\u003cp>\u003cstrong>GET COMFORTABLE WITH PUSHBACK\u003c/strong>\u003c/p>\n\u003cp>Including everyone in creating a positive, nurturing and transparent school culture will almost certainly raise questions for parents. “All that pushback is rooted in something,” Mazza said. “If your culture is not transparent, you might have pushback automatically because people aren’t used to sharing what they’re doing. They might not feel it’s safe to do that.” Mazza sees pushback as a way to bring more people into the discussion. Connected, transparent school leaders are comfortable with pushback, Mazza said.\u003c/p>\n\u003cp>“You can’t expect everyone to get it the first time you articulate something,” Mazza said. The only thing a transparent leader can do is keep communicating at every step along the way, continually articulating why he is taking that step and answer questions. Community engagement is a huge part of being a good principal, Mazza said. And if done right, those relationships can be leveraged down the road when things might not be going well. During the tough times -- budget cuts, lower test scores -- the community still knows the principal is dedicated, committed and cares about the school’s well-being.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM A TRANSPARENT PLACE\u003c/strong>\u003c/p>\n\u003cp>“If you are a school leader right now and you think you have all the resources and can do it all, that’s impossible,” Mazza said. “You need the rest of the world with perspectives to constantly expose your faculty to people who are trying things.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As if running the school, engaging with the community, being a role model both online and off, and encouraging teachers to innovate wasn’t enough for one person, some of the most effective principals make time to continue their own professional development with a learning community. In the school environment the principal, or “lead learner” as Mazza calls the role, is supposed to have all the answers. But that’s impossible and it’s why principals can learn so much from one another.\u003c/p>\n\n","blocks":[],"excerpt":"Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school's culture.","status":"publish","parent":0,"modified":1411761895,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1505},"headData":{"title":"How Transparency Can Transform School Culture | KQED","description":"Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school's culture.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Transparency Can Transform School Culture","datePublished":"2014-05-19T14:00:21.000Z","dateModified":"2014-09-26T20:04:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35763 http://blogs.kqed.org/mindshift/?p=35763","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/19/how-transparency-can-transform-school-culture/","disqusTitle":"How Transparency Can Transform School Culture","path":"/mindshift/35763/how-transparency-can-transform-school-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35804\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/1843120451-300x300.jpg\" alt=\"Getty\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">To meet the challenges of teaching in an increasingly connected world, school leaders, educators and community members could benefit from building a culture of transparency and connectivity, creating a culture of sharing around the successes and struggles of teaching and learning.\u003c/p>\n\u003cp>Creating a transparent school starts with a school’s leadership. “Leadership has to buy into the value of connectivity,” said Dr. Joe Mazza, director of connected teaching, learning and leadership at \u003ca href=\"http://www.npenn.org/site/default.aspx?PageID=1\" target=\"_blank\">North Penn School District \u003c/a>and a former elementary school principal in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “The culture offline or online has to say we care about being open minded to the rest of our learning community whether that’s local or global.”\u003c/p>\n\u003cp>Many educators have found connecting through social media and other online platforms is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\" target=\"_blank\">valuable for sharing resources and inspire one another\u003c/a>. But some teachers are still wary of social media after a few high-profile incidents of teachers being accused of wrong-doing on the web, Mazza said. \"Once teachers understand that the leadership is taking a risk, then they feel a lot more comfortable doing so,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Starting with a foundation of openness to learning new ideas and encouraging innovation among teachers is also important because social media often amplifies whatever school culture already exists. “If you don’t have a culture that’s a collaborative one, that’s relationship-based, that’s selfless, that’s constantly taking an inquiry stance, then a lot of the social media stuff isn't going to fit the vision,” Mazza said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>School and district leaders can model transparency by sharing the notes from staff meetings, school board meetings and even in-service teacher learning days with the whole school community. Removing the mystery can help everyone see why the district does what it does. That includes being clear with students about what the goals are and where the district is going so that they can be part of the transparent culture too. Leaders can also share what they’ve learned from conferences and bring that excitement back to the district.\u003c/p>\n\u003cp>“When you are using digital tools and other social media it’s like you’re yelling out the front door of your school because you are so proud of something,” Mazza said. It gives educators a chance to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\" target=\"_blank\">write their own stories\u003c/a> and to connect more easily with parents and other community members. And just as school and district leadership can inspire teachers to connect with their peers, teachers in turn can role model good online behavior for students. “Embrace the fact that everything you do online and off is role-modeling for kids; and they need good role models,” Mazza said.\u003c/p>\n\u003cp>Connecting with other educators puts control in the hands of educators, but it also helps push the field forward. “It’s important for us not to just look at connectivity for ourselves, but for the entire field of education,” Mazza said. He encourages his teachers to pose problems they face to the Twitter-verse, where they can get great ideas from other educators who have faced similar issues almost immediately.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using digital tools and other social media it’s like you're yelling out the front door of your school because you are so proud of something.\"\u003c/aside>\n\u003cp>“The more we take, the more we give,” said \u003ca href=\"https://twitter.com/Jeff_Zoul\" target=\"_blank\">Jeff Zoul\u003c/a>, a principal in Deerfield, Illinois. “Sometimes a teacher will tweet something out to the hashtag and the next thing we know we’ve got educators all over the country sharing other resources.”\u003c/p>\n\u003cp>\u003cstrong>RELATIONSHIPS AT THE CORE OF CONNECTIVITY\u003c/strong>\u003c/p>\n\u003cp>It’s easy to hear the term “connected educator” and immediately think of technology, but the most important connections are made face-to-face. “Every one of our 18 schools are very different and the teachers expect us to meet them where they are,” Mazza said. “Every teacher and leader and parent are leveraging tools on a different basis.”\u003c/p>\n\u003cp>Mazza will even print out relevant Twitter chats -- yes, print! -- and articles for principals in his district who aren’t comfortable with technology. By first showing the power of connecting in a familiar form he hopes reluctant educators begin to see that the benefits can outweigh the hassle or potential harm. “When you see it not as work, but as inspiring and helping you get the work done, that’s when your mind opens up,” Mazza said. He’ll often sit down and look at a school improvement plan or goals with a principal and as they move down the list together he’ll list various Twitter hashtags that could offer some suggestions for meeting those goals.\u003c/p>\n\u003cp>Focusing on relationships is equally important for engaging parents and community members with what’s happening at school. “You need those families or else the kids aren’t going to meet their full potential,” Mazza said. He tries to offer parents lots of ways to engage and emphasizes that they should pick what works for them, not necessarily engage on all the platforms.\u003c/p>\n\u003cp>“It’s really about listening and getting out there and making relationships with all these stakeholders,” Mazza said. “If they are not on the internet at all then it’s up to us to get out there and know them. We can’t widen the gap just because they aren’t online.” He makes home visits, especially at the beginning of the year, listening to parent concerns, letting them know about various ways to connect with the school and showing that he cares about the individual student’s well being. “The majority are flattered and honored that you would make the extra effort to get to know them,” Mazza said.\u003c/p>\n\u003cp>He’s also had success holding monthly parent-teacher leadership meetings. Student voice is the center of the meeting, and a group of students always present on something they are doing at school first. Then the discussion can range from how to meet school goals to social and emotional well-being or fundraising.\u003c/p>\n\u003cp>In 2008 when he started these meetings, Mazza would have seven or eight white families coming to those meetings. But he’s started moving them around to different community libraries, as well as streaming them online. Participation has spiked to between 50 and 60 families present physically and another 30 participating online. He partnered with the neighborhood gathering places like the mosque and Korean church to put in computer labs that students use for school work, but that also stream the parent-teacher leadership meetings so community members can participate even if they don’t have internet connections.\u003c/p>\n\u003cp>\u003cstrong>GET COMFORTABLE WITH PUSHBACK\u003c/strong>\u003c/p>\n\u003cp>Including everyone in creating a positive, nurturing and transparent school culture will almost certainly raise questions for parents. “All that pushback is rooted in something,” Mazza said. “If your culture is not transparent, you might have pushback automatically because people aren’t used to sharing what they’re doing. They might not feel it’s safe to do that.” Mazza sees pushback as a way to bring more people into the discussion. Connected, transparent school leaders are comfortable with pushback, Mazza said.\u003c/p>\n\u003cp>“You can’t expect everyone to get it the first time you articulate something,” Mazza said. The only thing a transparent leader can do is keep communicating at every step along the way, continually articulating why he is taking that step and answer questions. Community engagement is a huge part of being a good principal, Mazza said. And if done right, those relationships can be leveraged down the road when things might not be going well. During the tough times -- budget cuts, lower test scores -- the community still knows the principal is dedicated, committed and cares about the school’s well-being.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM A TRANSPARENT PLACE\u003c/strong>\u003c/p>\n\u003cp>“If you are a school leader right now and you think you have all the resources and can do it all, that’s impossible,” Mazza said. “You need the rest of the world with perspectives to constantly expose your faculty to people who are trying things.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As if running the school, engaging with the community, being a role model both online and off, and encouraging teachers to innovate wasn’t enough for one person, some of the most effective principals make time to continue their own professional development with a learning community. In the school environment the principal, or “lead learner” as Mazza calls the role, is supposed to have all the answers. But that’s impossible and it’s why principals can learn so much from one another.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35763/how-transparency-can-transform-school-culture","authors":["234"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_1015","mindshift_1040","mindshift_646"],"featImg":"mindshift_35801","label":"mindshift"},"mindshift_32203":{"type":"posts","id":"mindshift_32203","meta":{"index":"posts_1591205157","site":"mindshift","id":"32203","score":null,"sort":[1382978616000]},"guestAuthors":[],"slug":"two-case-studies-how-connected-educators-can-transform-schools","title":"Two Case Studies: How Connected Educators Can Transform Schools","publishDate":1382978616,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32298\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/educators-e1382721798938.jpg\" alt=\"educators\" width=\"639\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-400x187.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators?\u003c/p>\n\u003cp>That’s what Kris Hupp does for \u003ca href=\"http://www.cornell.k12.pa.us/site/default.aspx?PageID=1\">Cornell School District\u003c/a>, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset.” \u003c/aside>\n\u003cp>The most important thing about his job is to create trust with both teachers and administrators who sometimes find themselves on opposite sides of labor disputes and budget issues, Hupp said. “Sometimes we’re just negotiators, whether it’s that the administration wants something from a teacher or vice-versa,” Hupp said. “It really requires a tremendous level of trust.”\u003c/p>\n\u003cp>Hupp was uniquely positioned for the job since he’d worked as both a social studies teacher in the district. But he says it still took time for teachers to feel comfortable with him in their classrooms. They were worried he’d say something to an administrator that would bring unwanted attention. On the flip side, administrators have to respect the teacher-coach relationship and trust Hupp to have student learning as his goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset,” Hupp said. That freedom to experiment and learn from mistakes is crucial for garnering teacher buy-in.\u003c/p>\n\u003cp>Hupp also runs a \u003ca href=\"http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx\">Professional Learning Community\u003c/a> (PLC) of both teachers and administrators. Right now they’re discussing formative assessment, and future topics will come both from Hupp and teacher suggestions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/the-key-to-empowering-educators-true-collaboration/\">The Key to Empowering Educators? True Collaboration\u003c/a>]\u003c/strong>\u003cbr>\n\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Hupp’s strategy has been to start with the enthusiastic teachers and allow more reticent teachers to approach him for help when they are ready. “What happens is a teacher next door is doing something kind of innovative or creative and over time that uninterested teacher comes around,” Hupp said. His policy is to invite everyone to everything, but focus energy on the teachers who are excited.\u003c/p>\n\u003cp>Having Hupp in the district frees teachers to focus on using the ideas he’s already vetted and gives everyone a community for sharing ideas. The onus to discover, implement, document and fundraise for new opportunities doesn’t all fall on teachers and as a consequence everyone in the school ecosystem is a little less tense.\u003c/p>\n\u003cp>By acting as the connecting agent within the school, Hupp has helped push forward regular video conferencing with other schools around the world and the acquisition of a \u003ca href=\"http://gigapan.com/\">Gigapan\u003c/a> unit – basically a robot that takes high resolution photos and stitches them together to create virtual experiences. He’s also done a lot of the heavy lifting on integrating technology into classrooms.\u003c/p>\n\u003cp>\u003cstrong>CONNECTING BEYOND THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Melissa Butler, another Pittsburgh educator, demonstrates a more traditional way to be a connected educator -- collaborating with other people on a project that has grown far beyond her single classroom. Butler and Jeremy Boyle from \u003ca href=\"http://www.cmucreatelab.org/\">Carnegie Mellon University’s CREATE Lab\u003c/a> co-founded the \u003ca href=\"http://cippgh.org/site/\">Children’s Innovation Project\u003c/a>.\u003c/p>\n\u003cp>The project works to bring technology into kindergarten classrooms as the basis for inquiry. Using mechanical toys, Butler and Boyle encourage children to imagine how the toy works, what could be inside and how it runs. The project isn't to get kids making robots at the age of five, but rather to open their minds to discovery, collaboration, communication and imagination that will cultivate their curiosity and a habit of learning that will serve them throughout their lives. The project has attracted the interest of other teachers at \u003ca href=\"http://discoverpps.org/school.php?id=102\">Pittsburgh Allegheny K-5\u003c/a>, where Butler teaches, and the project is now practiced all the way up through third grade. It's even spreading to other schools.\u003c/p>\n\u003cp>“The process of learning and the explanation of knowing and wondering and noticing is the material, the form that we’re interested in,” Butler said. “We’re not interested in children creating robots or gadgets; it’s about them exploring with the raw material to gain deeper understanding.” Butler has implemented the program with her kindergarteners, trying to build habits of learning and observation by asking students to take apart electronic toys very slowly. This isn’t a take- it-apart-and-put-it-back-together-again exercise. It’s a more imaginative, slow unraveling of what might lie inside a gadget.\"\u003c/p>\n\u003cp>The teacher’s job is to ask questions that open up thinking and curiosity. That kind of questioning is not a new tactic by any means, but it often gets crammed into a full schedule. This program is all about moving slowly.\u003c/p>\n\u003cp>“If you can become curious as a person and you know that curiosity is what fuels your thinking about the world, that habit carries over in math class, in social studies class,” Butler said. She wants kids to be comfortable with the mechanical vocabulary so they can talk about the things they want to make. And showing interest in their ideas helps build a learning disposition that will serve them well as they continue to learn.\u003c/p>\n\u003cp>The program also tries to engage families, asking kids to bring their observations and communication lessons home with them. “There are a lot of parents who don’t like the homework we send home because it’s hard and it really does require parent support to do this,” Butler said. She estimates about 80 percent of parents are on-board, sending homework back regularly. That engagement is important in any school, but especially high-poverty schools like Pittsburgh Allegheny K-5, where 70 percent of the students get free or reduced price lunch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A strength of the program is that its teacher initiated and continues to reach out to new partners. “We have a thinking community, a place where we can share and be inspired by people we work with,” Butler said.\u003c/p>\n\n","blocks":[],"excerpt":"Two examples of how connected educators can make a huge difference in schools. ","status":"publish","parent":0,"modified":1411761954,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1157},"headData":{"title":"Two Case Studies: How Connected Educators Can Transform Schools | KQED","description":"Two examples of how connected educators can make a huge difference in schools. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Two Case Studies: How Connected Educators Can Transform Schools","datePublished":"2013-10-28T16:43:36.000Z","dateModified":"2014-09-26T20:05:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32203 http://blogs.kqed.org/mindshift/?p=32203","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/28/two-case-studies-how-connected-educators-can-transform-schools/","disqusTitle":"Two Case Studies: How Connected Educators Can Transform Schools","path":"/mindshift/32203/two-case-studies-how-connected-educators-can-transform-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32298\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/educators-e1382721798938.jpg\" alt=\"educators\" width=\"639\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938.jpg 639w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-400x187.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/educators-e1382721798938-320x150.jpg 320w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Figuring out which new teaching practices or pieces of technology might work in a classroom can feel like a full-time job. Lots of educators spend their free time researching new ideas and connecting with other educators, but there are plenty more that find the process confusing and overwhelming. How much easier would it be to have a dedicated staff person whose job is to bring new ideas into the district, support teachers and smooth the way with administrators?\u003c/p>\n\u003cp>That’s what Kris Hupp does for \u003ca href=\"http://www.cornell.k12.pa.us/site/default.aspx?PageID=1\">Cornell School District\u003c/a>, a tiny district in Pittsburgh, Pennsylvania. Hupp’s official title is 21st Century Teaching and Learning Coach, a job that started out as part of a state grant and has been incorporated into the regular budget. “My district made the investment in my position because they were seeing instructional shifts and a lot of that is this mentality that we’re in it together,” Hupp said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset.” \u003c/aside>\n\u003cp>The most important thing about his job is to create trust with both teachers and administrators who sometimes find themselves on opposite sides of labor disputes and budget issues, Hupp said. “Sometimes we’re just negotiators, whether it’s that the administration wants something from a teacher or vice-versa,” Hupp said. “It really requires a tremendous level of trust.”\u003c/p>\n\u003cp>Hupp was uniquely positioned for the job since he’d worked as both a social studies teacher in the district. But he says it still took time for teachers to feel comfortable with him in their classrooms. They were worried he’d say something to an administrator that would bring unwanted attention. On the flip side, administrators have to respect the teacher-coach relationship and trust Hupp to have student learning as his goal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our teachers want to learn and try new technologies, but if they try something and it blows up in their faces no one is going to be upset,” Hupp said. That freedom to experiment and learn from mistakes is crucial for garnering teacher buy-in.\u003c/p>\n\u003cp>Hupp also runs a \u003ca href=\"http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx\">Professional Learning Community\u003c/a> (PLC) of both teachers and administrators. Right now they’re discussing formative assessment, and future topics will come both from Hupp and teacher suggestions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/the-key-to-empowering-educators-true-collaboration/\">The Key to Empowering Educators? True Collaboration\u003c/a>]\u003c/strong>\u003cbr>\n\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Hupp’s strategy has been to start with the enthusiastic teachers and allow more reticent teachers to approach him for help when they are ready. “What happens is a teacher next door is doing something kind of innovative or creative and over time that uninterested teacher comes around,” Hupp said. His policy is to invite everyone to everything, but focus energy on the teachers who are excited.\u003c/p>\n\u003cp>Having Hupp in the district frees teachers to focus on using the ideas he’s already vetted and gives everyone a community for sharing ideas. The onus to discover, implement, document and fundraise for new opportunities doesn’t all fall on teachers and as a consequence everyone in the school ecosystem is a little less tense.\u003c/p>\n\u003cp>By acting as the connecting agent within the school, Hupp has helped push forward regular video conferencing with other schools around the world and the acquisition of a \u003ca href=\"http://gigapan.com/\">Gigapan\u003c/a> unit – basically a robot that takes high resolution photos and stitches them together to create virtual experiences. He’s also done a lot of the heavy lifting on integrating technology into classrooms.\u003c/p>\n\u003cp>\u003cstrong>CONNECTING BEYOND THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Melissa Butler, another Pittsburgh educator, demonstrates a more traditional way to be a connected educator -- collaborating with other people on a project that has grown far beyond her single classroom. Butler and Jeremy Boyle from \u003ca href=\"http://www.cmucreatelab.org/\">Carnegie Mellon University’s CREATE Lab\u003c/a> co-founded the \u003ca href=\"http://cippgh.org/site/\">Children’s Innovation Project\u003c/a>.\u003c/p>\n\u003cp>The project works to bring technology into kindergarten classrooms as the basis for inquiry. Using mechanical toys, Butler and Boyle encourage children to imagine how the toy works, what could be inside and how it runs. The project isn't to get kids making robots at the age of five, but rather to open their minds to discovery, collaboration, communication and imagination that will cultivate their curiosity and a habit of learning that will serve them throughout their lives. The project has attracted the interest of other teachers at \u003ca href=\"http://discoverpps.org/school.php?id=102\">Pittsburgh Allegheny K-5\u003c/a>, where Butler teaches, and the project is now practiced all the way up through third grade. It's even spreading to other schools.\u003c/p>\n\u003cp>“The process of learning and the explanation of knowing and wondering and noticing is the material, the form that we’re interested in,” Butler said. “We’re not interested in children creating robots or gadgets; it’s about them exploring with the raw material to gain deeper understanding.” Butler has implemented the program with her kindergarteners, trying to build habits of learning and observation by asking students to take apart electronic toys very slowly. This isn’t a take- it-apart-and-put-it-back-together-again exercise. It’s a more imaginative, slow unraveling of what might lie inside a gadget.\"\u003c/p>\n\u003cp>The teacher’s job is to ask questions that open up thinking and curiosity. That kind of questioning is not a new tactic by any means, but it often gets crammed into a full schedule. This program is all about moving slowly.\u003c/p>\n\u003cp>“If you can become curious as a person and you know that curiosity is what fuels your thinking about the world, that habit carries over in math class, in social studies class,” Butler said. She wants kids to be comfortable with the mechanical vocabulary so they can talk about the things they want to make. And showing interest in their ideas helps build a learning disposition that will serve them well as they continue to learn.\u003c/p>\n\u003cp>The program also tries to engage families, asking kids to bring their observations and communication lessons home with them. “There are a lot of parents who don’t like the homework we send home because it’s hard and it really does require parent support to do this,” Butler said. She estimates about 80 percent of parents are on-board, sending homework back regularly. That engagement is important in any school, but especially high-poverty schools like Pittsburgh Allegheny K-5, where 70 percent of the students get free or reduced price lunch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A strength of the program is that its teacher initiated and continues to reach out to new partners. “We have a thinking community, a place where we can share and be inspired by people we work with,” Butler said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32203/two-case-studies-how-connected-educators-can-transform-schools","authors":["234"],"categories":["mindshift_192","mindshift_20746"],"tags":["mindshift_923","mindshift_1040","mindshift_975"],"featImg":"mindshift_32296","label":"mindshift"},"mindshift_23446":{"type":"posts","id":"mindshift_23446","meta":{"index":"posts_1591205157","site":"mindshift","id":"23446","score":null,"sort":[1345644052000]},"guestAuthors":[],"slug":"for-educators-the-importance-of-making-meaningful-connections","title":"For Educators, the Importance of Making Meaningful Connections","publishDate":1345644052,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/attachment/137330132/\" rel=\"attachment wp-att-23449\">\u003cimg class=\"aligncenter size-large wp-image-23449\" title=\"137330132\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-620x354.jpg\" alt=\"\" width=\"620\" height=\"354\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms.\u003c/p>\n\u003cp>As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to consider how schools can create a positive impact with technology.\u003c/p>\n\u003cp>Professor Alec Couros captures the essential element for schools to keep in mind as they move forward with technology initiatives. In \u003ca href=\"http://dmlcentral.net/blog/howard-rheingold/professor-alec-couros-connected-teacher\">an interview with Howard Rheingold for \u003cem>Digital Media and Learning\u003c/em>\u003c/a>, he comments on the need to focus on \"what will endure,\" the importance of connections and relationships to help foster, build and sustain the life of the \"networked\" teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence.\u003c/p>\n\u003c/aside>\n\u003cp>Stanford University's d.School has started offering a course called \u003ca href=\"http://www.nytimes.com/2012/07/20/education/edlife/students-at-stanford-work-on-apps-that-alleviate-stress.html\">d.Compress\u003c/a> - Designing Calm, to have students tackle and address the issue of digital balance and mindfulness.\u003c/p>\n\u003cp>Soren Gordhamer, the founder and host of Wisdom 2.0 \u003ca href=\"http://www.huffingtonpost.com/soren-gordhamer/the-real-conversation-wis_b_1707241.html\">writes on the Huffington Post\u003c/a> that the \"real conversation\" is \"about how to connect to one another through technology -- and in person -- purposefully, in ways that are beneficial to our own well-being, effective for our work, and useful to the world.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1411761872,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":898},"headData":{"title":"For Educators, the Importance of Making Meaningful Connections | KQED","description":"By Matt Levinson It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms. As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Educators, the Importance of Making Meaningful Connections","datePublished":"2012-08-22T14:00:52.000Z","dateModified":"2014-09-26T20:04:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23446 http://blogs.kqed.org/mindshift/?p=23446","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/22/for-educators-the-importance-of-making-meaningful-connections/","disqusTitle":"For Educators, the Importance of Making Meaningful Connections","path":"/mindshift/23446/for-educators-the-importance-of-making-meaningful-connections","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/attachment/137330132/\" rel=\"attachment wp-att-23449\">\u003cimg class=\"aligncenter size-large wp-image-23449\" title=\"137330132\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-620x354.jpg\" alt=\"\" width=\"620\" height=\"354\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms.\u003c/p>\n\u003cp>As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to consider how schools can create a positive impact with technology.\u003c/p>\n\u003cp>Professor Alec Couros captures the essential element for schools to keep in mind as they move forward with technology initiatives. In \u003ca href=\"http://dmlcentral.net/blog/howard-rheingold/professor-alec-couros-connected-teacher\">an interview with Howard Rheingold for \u003cem>Digital Media and Learning\u003c/em>\u003c/a>, he comments on the need to focus on \"what will endure,\" the importance of connections and relationships to help foster, build and sustain the life of the \"networked\" teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence.\u003c/p>\n\u003c/aside>\n\u003cp>Stanford University's d.School has started offering a course called \u003ca href=\"http://www.nytimes.com/2012/07/20/education/edlife/students-at-stanford-work-on-apps-that-alleviate-stress.html\">d.Compress\u003c/a> - Designing Calm, to have students tackle and address the issue of digital balance and mindfulness.\u003c/p>\n\u003cp>Soren Gordhamer, the founder and host of Wisdom 2.0 \u003ca href=\"http://www.huffingtonpost.com/soren-gordhamer/the-real-conversation-wis_b_1707241.html\">writes on the Huffington Post\u003c/a> that the \"real conversation\" is \"about how to connect to one another through technology -- and in person -- purposefully, in ways that are beneficial to our own well-being, effective for our work, and useful to the world.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23446/for-educators-the-importance-of-making-meaningful-connections","authors":["4354"],"categories":["mindshift_20746","mindshift_194"],"tags":["mindshift_923","mindshift_32"],"featImg":"mindshift_23449","label":"mindshift"},"mindshift_23139":{"type":"posts","id":"mindshift_23139","meta":{"index":"posts_1591205157","site":"mindshift","id":"23139","score":null,"sort":[1344274494000]},"guestAuthors":[],"slug":"can-twitter-replace-traditional-professional-development","title":"Can Twitter Replace Traditional Professional Development?","publishDate":1344274494,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/rosauraochoa/3419823308/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23143\" title=\"3419823308_a5b55eb0f2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">By The Hechinger Report\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management problems, or helping students with disabilities.\u003c/p>\n\u003cp>Or, at least, that’s what a group of Internet-savvy educators \u003ca href=\"http://edu2012.stateofnow.com/\">who convened in New York City this week\u003c/a> are hoping.\u003c/p>\n\u003cp>“Being connected [through social-networking sites] is an opportunity for growth anytime, anywhere,” said Steve Anderson, director of instructional technology for the \u003ca href=\"http://wsfcs.k12.nc.us/site/default.aspx?PageID=1\">Winston-Salem/Forsyth County Schools\u003c/a> in North Carolina, speaking yesterday at the second annual #140edu conference, a reference to Twitter’s 140 character limit for tweets. A teacher can go on Twitter, he added, and “learn 10 new things.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A teacher can go on Twitter and “learn 10 new things.”\u003c/p>\n\u003c/aside>\n\u003cp>Traditional forms of on-the-job training for teachers have been much-maligned in recent years by experts and by teachers themselves. “Many times professional development is like herding cattle: We’re taking everybody in the same direction. We’re going to learn the same thing,” said Eric Sheninger, principal of New Milford High School in northern New Jersey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For-profit companies, nonprofits and universities \u003ca href=\"http://hechingerreport.org/content/how-an-australian-company-won-the-top-spot-in-teacher-training-in-new-york-city_8866/\">make lots of money providing training to schools\u003c/a>, but little research exists on what types of professional development for teachers work best. \u003c!--more-->Increasingly, \u003ca href=\"http://hechingerreport.org/category/special_reports/teaching_the_teachers/\">schools and districts are adopting what experts say are more promising ways of training teachers that involve more coaching and teacher collaboration\u003c/a>.\u003c/p>\n\u003cp>But some educators who attended the #140edu conference want to push the envelope further, to make teacher training even more individualized and self-directed. Among the attendees were teachers and principals who keep blogs documenting their daily travails and successes in the classroom, which work as guideposts for others and forums where they can glean tips. Some have thousands of Twitter followers and Facebook friends.\u003c/p>\n\u003cp>Kyle Pace, an instructional technology specialist for the Lee’s Summit School District, near Kansas City, gave an example of how personal networks and crowd-sourcing on the Internet could improve on the old ways of training teachers:\u003c/p>\n\u003cp>“A teacher could be teaching a lesson on the Civil War. That lesson could bomb. They could go to their network, pose a question, ask for a resource. In the next period they could have new resources, things to try immediately,” he said.\u003c/p>\n\u003cp>“Traditional professional development can’t offer that immediacy of being a connected educator,” Pace added.\u003c/p>\n\u003cp>In-person interaction shouldn’t be completely discarded, however, said Sheninger, who \u003ca href=\"http://www.northjersey.com/news/131908408_Principal_embraces_power_of_Twitter.html?c=y&page=1\">says he has revolutionized his school partly through help from people he met via Twitter\u003c/a>. “I value my face-to-face connections more than I do my virtual ones,” he said. “Technology flattens our ability to connect with people. It just makes things easier. It’s not the only way I connect with people.”\u003c/p>\n\u003cp>Indeed, at the conference, a room set aside for in-person mingling and chatting was often more crowded than the auditorium where panelists were giving their talks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post is published on \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1411761923,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":559},"headData":{"title":"Can Twitter Replace Traditional Professional Development? | KQED","description":"By The Hechinger Report Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Twitter Replace Traditional Professional Development?","datePublished":"2012-08-06T17:34:54.000Z","dateModified":"2014-09-26T20:05:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23139 http://blogs.kqed.org/mindshift/?p=23139","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/06/can-twitter-replace-traditional-professional-development/","disqusTitle":"Can Twitter Replace Traditional Professional Development?","path":"/mindshift/23139/can-twitter-replace-traditional-professional-development","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/rosauraochoa/3419823308/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23143\" title=\"3419823308_a5b55eb0f2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">By The Hechinger Report\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management problems, or helping students with disabilities.\u003c/p>\n\u003cp>Or, at least, that’s what a group of Internet-savvy educators \u003ca href=\"http://edu2012.stateofnow.com/\">who convened in New York City this week\u003c/a> are hoping.\u003c/p>\n\u003cp>“Being connected [through social-networking sites] is an opportunity for growth anytime, anywhere,” said Steve Anderson, director of instructional technology for the \u003ca href=\"http://wsfcs.k12.nc.us/site/default.aspx?PageID=1\">Winston-Salem/Forsyth County Schools\u003c/a> in North Carolina, speaking yesterday at the second annual #140edu conference, a reference to Twitter’s 140 character limit for tweets. A teacher can go on Twitter, he added, and “learn 10 new things.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A teacher can go on Twitter and “learn 10 new things.”\u003c/p>\n\u003c/aside>\n\u003cp>Traditional forms of on-the-job training for teachers have been much-maligned in recent years by experts and by teachers themselves. “Many times professional development is like herding cattle: We’re taking everybody in the same direction. We’re going to learn the same thing,” said Eric Sheninger, principal of New Milford High School in northern New Jersey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For-profit companies, nonprofits and universities \u003ca href=\"http://hechingerreport.org/content/how-an-australian-company-won-the-top-spot-in-teacher-training-in-new-york-city_8866/\">make lots of money providing training to schools\u003c/a>, but little research exists on what types of professional development for teachers work best. \u003c!--more-->Increasingly, \u003ca href=\"http://hechingerreport.org/category/special_reports/teaching_the_teachers/\">schools and districts are adopting what experts say are more promising ways of training teachers that involve more coaching and teacher collaboration\u003c/a>.\u003c/p>\n\u003cp>But some educators who attended the #140edu conference want to push the envelope further, to make teacher training even more individualized and self-directed. Among the attendees were teachers and principals who keep blogs documenting their daily travails and successes in the classroom, which work as guideposts for others and forums where they can glean tips. Some have thousands of Twitter followers and Facebook friends.\u003c/p>\n\u003cp>Kyle Pace, an instructional technology specialist for the Lee’s Summit School District, near Kansas City, gave an example of how personal networks and crowd-sourcing on the Internet could improve on the old ways of training teachers:\u003c/p>\n\u003cp>“A teacher could be teaching a lesson on the Civil War. That lesson could bomb. They could go to their network, pose a question, ask for a resource. In the next period they could have new resources, things to try immediately,” he said.\u003c/p>\n\u003cp>“Traditional professional development can’t offer that immediacy of being a connected educator,” Pace added.\u003c/p>\n\u003cp>In-person interaction shouldn’t be completely discarded, however, said Sheninger, who \u003ca href=\"http://www.northjersey.com/news/131908408_Principal_embraces_power_of_Twitter.html?c=y&page=1\">says he has revolutionized his school partly through help from people he met via Twitter\u003c/a>. “I value my face-to-face connections more than I do my virtual ones,” he said. “Technology flattens our ability to connect with people. It just makes things easier. It’s not the only way I connect with people.”\u003c/p>\n\u003cp>Indeed, at the conference, a room set aside for in-person mingling and chatting was often more crowded than the auditorium where panelists were giving their talks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post is published on \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23139/can-twitter-replace-traditional-professional-development","authors":["4354"],"categories":["mindshift_20746","mindshift_195"],"tags":["mindshift_96","mindshift_32"],"featImg":"mindshift_23143","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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