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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">StudyBlue recently \u003ca href=\"http://www.studyblue.com/about/2012/12/the-good-life-the-learning-life/\">surveyed 500 students\u003c/a> about what study habits got them through finals. The picture of the modern student that emerged from student responses highlights the importance of digital devices, especially mobile technology.\u003c/p>\n\u003cp>\u003ca href=\"http://www.studyblue.com/projects/infographic-the-learners-life/?ref=embed\">\u003cimg src=\"http://www.studyblue.com/projects/infographic-the-learners-life/images/thelearninglife.jpg\" alt=\"An inside look at the habits of the modern student. [Infographic]\" border=\"0\" width=\"500px\">\u003c/a>\u003cbr>Via: \u003ca href=\"http://www.studyblue.com/?ref=embed\">STUDYBLUE.com\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_25550\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25550\" title=\"christopherfrierbrown-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/christopherfrierbrown-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/104192887/mark-memmott\" rel=\"author\">Mark Memmott\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Developers of smartphone and tablet apps aimed at children have done little in the past year to give parents \"the information they need to determine what data is being collected from their children, how it is being shared, or who will have access to it,\" the Federal Trade Commission reports.\u003c/p>\n\u003cp>\"Our study shows that kids' apps siphon an alarming amount of information from mobile devices without disclosing this fact to parents,\" FTC Chairman Jon Leibowitz \u003ca href=\"http://ftc.gov/opa/2012/12/kidsapp.shtm\" target=\"_blank\">says in a statement\u003c/a> released by the commission. \"All of the companies in the mobile app space, especially the gatekeepers of the app stores, need to do a better job. We'll do another survey in the future and we will expect to see improvement.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">FTC's report is posted here\u003c/a>. In it, the commission's staff:\u003c/p>\n\u003cblockquote>\u003cp>\"Strongly urges the mobile app industry to develop and implement 'best practices' to protect privacy, including those recommended in the recent FTC Privacy Report: (1) incorporating privacy protections into the design of mobile products and services ('privacy by design'); (2) offering parents easy-to-understand choices about the data collection and sharing through kids' apps; and (3) providing greater transparency about how data is collected, used, and shared through kids' apps. These standards should be developed expeditiously to ensure that consumers have confidence in the growing mobile apps marketplace.\"\u003c/p>\u003c/blockquote>\n\u003cp>According to the FTC, among its more troubling findings is that many children's apps \"shared certain information with third parties — such as device ID, geolocation, or phone number — without disclosing that fact to parents. Further, a number of apps contained interactive features — such as advertising, the ability to make in-app purchases, and links to social media – without \u003c!--more-->disclosing these features to parents prior to download.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca title=\"View FTC on Children's Apps on Scribd\" href=\"http://www.scribd.com/doc/116266542\">FTC on Children's Apps:\u003c/a>\u003ciframe src=\"http://www.scribd.com/embeds/116266542/content?start_page=1&view_mode=scroll\" frameborder=\"0\" scrolling=\"no\" width=\"100%\" height=\"600\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Listen to the full story \u003ca href=\"http://www.npr.org/2012/12/11/166935136/ftc-apps-for-children-raise-privacy-concerns\">here\u003c/a>.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25550\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25550\" title=\"christopherfrierbrown-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/christopherfrierbrown-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/104192887/mark-memmott\" rel=\"author\">Mark Memmott\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Developers of smartphone and tablet apps aimed at children have done little in the past year to give parents \"the information they need to determine what data is being collected from their children, how it is being shared, or who will have access to it,\" the Federal Trade Commission reports.\u003c/p>\n\u003cp>\"Our study shows that kids' apps siphon an alarming amount of information from mobile devices without disclosing this fact to parents,\" FTC Chairman Jon Leibowitz \u003ca href=\"http://ftc.gov/opa/2012/12/kidsapp.shtm\" target=\"_blank\">says in a statement\u003c/a> released by the commission. \"All of the companies in the mobile app space, especially the gatekeepers of the app stores, need to do a better job. We'll do another survey in the future and we will expect to see improvement.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">FTC's report is posted here\u003c/a>. In it, the commission's staff:\u003c/p>\n\u003cblockquote>\u003cp>\"Strongly urges the mobile app industry to develop and implement 'best practices' to protect privacy, including those recommended in the recent FTC Privacy Report: (1) incorporating privacy protections into the design of mobile products and services ('privacy by design'); (2) offering parents easy-to-understand choices about the data collection and sharing through kids' apps; and (3) providing greater transparency about how data is collected, used, and shared through kids' apps. These standards should be developed expeditiously to ensure that consumers have confidence in the growing mobile apps marketplace.\"\u003c/p>\u003c/blockquote>\n\u003cp>According to the FTC, among its more troubling findings is that many children's apps \"shared certain information with third parties — such as device ID, geolocation, or phone number — without disclosing that fact to parents. Further, a number of apps contained interactive features — such as advertising, the ability to make in-app purchases, and links to social media – without \u003c!--more-->disclosing these features to parents prior to download.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25521\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/students-problem/\" rel=\"attachment wp-att-25521\">\u003cimg class=\"size-medium wp-image-25521\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/students-problem-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are the perfect breeding ground for fostering students' questions, a place to spark students' interests and ideas for designing innovative solutions to real problems. Everyday, educators have opportunities to help kids develop the tools, skills and habits to come up with meaningful, lasting solutions to problems.\u003c/p>\n\u003cp>Take, for example, an incident that occurred in a first-grade teacher's classroom at Marin Country Day School in Northern California, which provided an opportunity to understand design thinking. Students were struck by the sound of a bird that crashed into the classroom window and died. After the teacher brought in a lower school science specialist to give an in-depth look at the qualities and characteristics of the bird, from sight to body structure, she challenged students to come up with designs to prevent another bird from crashing into the window. The teacher took her students through the \u003ca href=\"http://www.ideo.com/about/\">design thinking process\u003c/a> to figure out a way to save the birds.\u003c/p>\n\u003cp>For students to come up with authentic, functional designs, they had to have a deep understanding of birds. In scientific circles, the process goes like this, according to \u003ca href=\"http://www.tiesteach.org/about/\">Teaching Institute of Excellence in STEM\u003c/a> President Jan Morrison: \"Designing is cognitive modeling in which a person gains insight into a problem, determines alternative pathways, and assesses the likelihood of success between solution sets.\"\u003c/p>\n\u003cp>So the first grade students had to first gain insight into the problem. This is where the lower school science specialist and her expertise with birds came into play. The specialist was able to help students better understand the features and habits of birds, so that students could then \"determine alternative pathways\" to help the birds survive and not crash into the classroom windows.\u003c/p>\n\u003cp>In addition, STEM classrooms need to be \"equipped to support spontaneous questioning as well \u003c!--more-->as planned investigation,\" which is exactly what happened in this first-grade class. Students developed and tested prototypes and came up with effective solutions, which centered on colorful designs to put in the window space. For the rest of the year, not a single bird crashed into the classroom window.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another example: A group of fifth-graders wanted more Four Square courts. They approached the head of buildings and grounds and began to work with him on mapping and designing a new Four Square court, using measurement and mapping skills to find the right spot. They were able to implement a new Four Square court so more students could play at recess.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6gD\">How We Can Connect School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And still another example: An eighth-grade student, eager to be able to ride his bike home from school each day, approached his school with a petition to be able to leave before the time allotted for carpoolers. The school, however, saw a safety issue in having the student leave out of the main gate and having to cross oncoming traffic. But working with the student, the school helped him build a new bike rack (which included learning welding skills) to place on the opposite side of the main road leading into the school, so that students could safely cross a foot bridge to exit the school grounds in the flow of traffic. And a result, the student's solution created lasting change for the entire school.\u003c/p>\n\u003cp>This student's project tapped into what Thomas Friedman calls attention to in a recent \u003ca href=\"http://www.nytimes.com/2012/11/18/opinion/sunday/Friedman-You-Got-the-Ski%20l%20ls.html?ref=thomaslfriedman&_r=0\">The New York Times column.\u003c/a> \"Welding is now a STEM job -- that is, a job that requires knowledge of science, technology, engineering and math,\" he writes, emphasizing the importance of skills and knowledge, and what to do with that knowledge in today's changing economy and education narrative.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Issues like these arise every day in schools. For educators, the key is to listen to students, enlist them in looking for and building solutions, and empower students to become changemakers and innovators. It all comes down to listening to the questions.\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",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another example: A group of fifth-graders wanted more Four Square courts. They approached the head of buildings and grounds and began to work with him on mapping and designing a new Four Square court, using measurement and mapping skills to find the right spot. They were able to implement a new Four Square court so more students could play at recess.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6gD\">How We Can Connect School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And still another example: An eighth-grade student, eager to be able to ride his bike home from school each day, approached his school with a petition to be able to leave before the time allotted for carpoolers. The school, however, saw a safety issue in having the student leave out of the main gate and having to cross oncoming traffic. But working with the student, the school helped him build a new bike rack (which included learning welding skills) to place on the opposite side of the main road leading into the school, so that students could safely cross a foot bridge to exit the school grounds in the flow of traffic. And a result, the student's solution created lasting change for the entire school.\u003c/p>\n\u003cp>This student's project tapped into what Thomas Friedman calls attention to in a recent \u003ca href=\"http://www.nytimes.com/2012/11/18/opinion/sunday/Friedman-You-Got-the-Ski%20l%20ls.html?ref=thomaslfriedman&_r=0\">The New York Times column.\u003c/a> \"Welding is now a STEM job -- that is, a job that requires knowledge of science, technology, engineering and math,\" he writes, emphasizing the importance of skills and knowledge, and what to do with that knowledge in today's changing economy and education narrative.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Issues like these arise every day in schools. For educators, the key is to listen to students, enlist them in looking for and building solutions, and empower students to become changemakers and innovators. It all comes down to listening to the questions.\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>",
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"content": "\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They can take these courses and say, 'Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They can take these courses and say, 'Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Save or Save As: Teaching Kids Where Their Work Lives Inside Computers",
"title": "Save or Save As: Teaching Kids Where Their Work Lives Inside Computers",
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"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "TB By Sheena Vaidyanathan The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files. "Save or Save As?" someone asks. No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Talent and Smarts: Why Even Geniuses Struggle",
"title": "Beyond Talent and Smarts: Why Even Geniuses Struggle",
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"content": "\u003cdiv id=\"attachment_25106\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bunchesandbits/5638667887/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-25106\" title=\"5638667887_54066a7c10_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5638667887_54066a7c10_z-620x391.jpg\" alt=\"\" width=\"620\" height=\"391\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bunchesandbits\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“The struggle with writing is over.”\u003c/p>\n\u003cp>That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the \u003ca href=\"http://www.nytimes.com/2012/11/18/books/struggle-over-philip-roth-reflects-on-putting-down-his-pen.html?pagewanted=all&pagewanted=print\">\u003cem>New York Times\u003c/em>\u003c/a>. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told \u003cem>Times\u003c/em> reporter Charles McGrath, “and it gives me such strength.”\u003c/p>\n\u003cp>Fans of Roth’s books—which include \u003cem>Goodbye Columbus\u003c/em>, \u003cem>Portnoy’s Complaint\u003c/em>, \u003cem>The Human Stain\u003c/em>, and the Pulitzer Prize-winning \u003cem>American Pastoral\u003c/em>—may be surprised to learn that he regarded writing as a struggle at all.\u003c/p>\n\u003cp>His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. But behind that proficiency and productivity was arduous, unrelenting work. Roth told his interviewer that he’d enjoyed spending time with friends at his house in Connecticut this past summer: “In the old days I couldn’t have people in the house all the time. When they came for the weekend, I couldn’t get out to write.”\u003c/p>\n\u003cp>Americans have a complicated relationship with this kind of relentless striving. We extol the virtues of hard work even as we idolize the “natural,” the star who effortlessly achieves, who wins the race \u003c!--more-->without breaking a sweat. The writer Malcolm Gladwell has called this tendency “\u003ca href=\"http://www.upenn.edu/pennnews/current/node/2048\">the naturalness bias\u003c/a>,” and notes that we bring it to bear on individuals ranging from athletes to artists to “gifted” children. In \u003ca href=\"www.fas.harvard.edu/~mrbworks/articles/2011_JESP.pdf\">a study published in the \u003cem>Journal of Experimental Social Psychology\u003c/em>\u003c/a> last year, Harvard\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart at Everything?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: The Difference Between Eastern and Western Cultures\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. The experimenters first asked the musicians their opinion on the source of musical achievement: Was \"effortful\" training more important, they inquired, or innate ability? The former, the musicians replied, expressing “the strong belief that strivers will achieve over naturals.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25106\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bunchesandbits/5638667887/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-25106\" title=\"5638667887_54066a7c10_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5638667887_54066a7c10_z-620x391.jpg\" alt=\"\" width=\"620\" height=\"391\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bunchesandbits\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“The struggle with writing is over.”\u003c/p>\n\u003cp>That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the \u003ca href=\"http://www.nytimes.com/2012/11/18/books/struggle-over-philip-roth-reflects-on-putting-down-his-pen.html?pagewanted=all&pagewanted=print\">\u003cem>New York Times\u003c/em>\u003c/a>. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told \u003cem>Times\u003c/em> reporter Charles McGrath, “and it gives me such strength.”\u003c/p>\n\u003cp>Fans of Roth’s books—which include \u003cem>Goodbye Columbus\u003c/em>, \u003cem>Portnoy’s Complaint\u003c/em>, \u003cem>The Human Stain\u003c/em>, and the Pulitzer Prize-winning \u003cem>American Pastoral\u003c/em>—may be surprised to learn that he regarded writing as a struggle at all.\u003c/p>\n\u003cp>His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. But behind that proficiency and productivity was arduous, unrelenting work. Roth told his interviewer that he’d enjoyed spending time with friends at his house in Connecticut this past summer: “In the old days I couldn’t have people in the house all the time. When they came for the weekend, I couldn’t get out to write.”\u003c/p>\n\u003cp>Americans have a complicated relationship with this kind of relentless striving. We extol the virtues of hard work even as we idolize the “natural,” the star who effortlessly achieves, who wins the race \u003c!--more-->without breaking a sweat. The writer Malcolm Gladwell has called this tendency “\u003ca href=\"http://www.upenn.edu/pennnews/current/node/2048\">the naturalness bias\u003c/a>,” and notes that we bring it to bear on individuals ranging from athletes to artists to “gifted” children. In \u003ca href=\"www.fas.harvard.edu/~mrbworks/articles/2011_JESP.pdf\">a study published in the \u003cem>Journal of Experimental Social Psychology\u003c/em>\u003c/a> last year, Harvard\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart at Everything?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: The Difference Between Eastern and Western Cultures\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. The experimenters first asked the musicians their opinion on the source of musical achievement: Was \"effortful\" training more important, they inquired, or innate ability? The former, the musicians replied, expressing “the strong belief that strivers will achieve over naturals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25042\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 497px\">\u003ca href=\"http://www.flickr.com/photos/rwkphotography/3282192071/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25042\" title=\"globe\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/globe2.jpg\" alt=\"\" width=\"497\" height=\"308\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/globe2.jpg 497w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/globe2-400x248.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/globe2-320x198.jpg 320w\" sizes=\"(max-width: 497px) 100vw, 497px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:rwkvisual\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose different culture to students. Two educators listed just a few of the advantages of investing in a globally connected classroom during a recent webinar hosted by \u003ca href=\"http://www.edweb.net/epals\">EdWeb\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Working with students from a different culture motivates students.\u003c/strong> One easy way to connect globally is through email pen-pals. When students write letters to one another, they no longer see writing as a chore – it’s a communication tool that helps kids learn about a peer from a different culture. Teachers say students write longer and more in-depth accounts than if they’d been given an essay prompt.\u003c/li>\n\u003cli>\u003cstrong>Connecting globally sparks curiosity and independent learning.\u003c/strong> When a pen pal describes something unknown, like a famous cultural site or exotic animals, students have a personal reason to satisfy their curiosity by researching other cultures.\u003c/li>\n\u003cli>\u003cstrong>It’s easy to incorporate core curriculum lessons into global collaborations.\u003c/strong> For example, a teacher could require that students use metaphors or write persuasively by trying to convince their pen pal to come and visit. Tasks that would feel disconnected from the real world feel concrete to students who want to maintain good relationships with their pen pals.\u003c/li>\n\u003cli>\u003cstrong>It encourages problem solving.\u003c/strong> Students want their pen pal to understand what they're saying and if their writing is unclear, they're more inclined to be more clear. Teachers say international pen pals create a real audience that students care about, making them more willing to take suggestions, edit and rewrite.\u003c/li>\n\u003cli>\u003cstrong>Students become more worldly.\u003c/strong> By connecting with students their own age in very different cultural contexts, students learn to be more open-minded and tolerant of difference. The strangeness of another place becomes interesting, not threatening. Students at one school in Mali had to travel to a distant Internet café in order to write their emails, but they did it \u003c!--more-->because they were committed to their pen pals and excited about communicating with people living in a very different place.\u003c/li>\n\u003c/ul>\n\u003cp>International pen pals may be the most straightforward global collaboration available. But there are other services connecting students to one another through internet-based projects like book reviews, political discussions and virtual field trips.\u003c/p>\n\u003cp>\u003cstrong>3 RESOURCES TO START YOUR GLOBAL COLLABORATION\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.corp.epals.com/\">Epals\u003c/a> is a free resource that allows educators to easily find other classrooms interested in collaborations. They also partner with educational institutions like the Smithsonian and National Geographic to build relationships between adults with expertise and students.\u003c/li>\n\u003cli>The \u003ca href=\"http://www.us.iearn.org/\">Interactive Educational and Resource Network (iEARN-USA)\u003c/a> connects youth around the world to one another to promote cultural understanding and learning. The site allows educators to design projects that fit curriculum requirements and focus on building a global community.\u003c/li>\n\u003cli>The \u003ca href=\"http://www.cilc.org/\">Center for Interactive Learning and Collaboration\u003c/a> (CILC) connects classrooms through videoconferencing. Educators can list the kind of interaction they’d like on the website and teachers elsewhere can pick a project they are interested in pursuing.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25042\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 497px\">\u003ca href=\"http://www.flickr.com/photos/rwkphotography/3282192071/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25042\" title=\"globe\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/globe2.jpg\" alt=\"\" width=\"497\" height=\"308\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/globe2.jpg 497w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/globe2-400x248.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/globe2-320x198.jpg 320w\" sizes=\"(max-width: 497px) 100vw, 497px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:rwkvisual\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made the world smaller. Teachers can now collaborate with classrooms around the world to expose different culture to students. Two educators listed just a few of the advantages of investing in a globally connected classroom during a recent webinar hosted by \u003ca href=\"http://www.edweb.net/epals\">EdWeb\u003c/a>.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Working with students from a different culture motivates students.\u003c/strong> One easy way to connect globally is through email pen-pals. When students write letters to one another, they no longer see writing as a chore – it’s a communication tool that helps kids learn about a peer from a different culture. Teachers say students write longer and more in-depth accounts than if they’d been given an essay prompt.\u003c/li>\n\u003cli>\u003cstrong>Connecting globally sparks curiosity and independent learning.\u003c/strong> When a pen pal describes something unknown, like a famous cultural site or exotic animals, students have a personal reason to satisfy their curiosity by researching other cultures.\u003c/li>\n\u003cli>\u003cstrong>It’s easy to incorporate core curriculum lessons into global collaborations.\u003c/strong> For example, a teacher could require that students use metaphors or write persuasively by trying to convince their pen pal to come and visit. Tasks that would feel disconnected from the real world feel concrete to students who want to maintain good relationships with their pen pals.\u003c/li>\n\u003cli>\u003cstrong>It encourages problem solving.\u003c/strong> Students want their pen pal to understand what they're saying and if their writing is unclear, they're more inclined to be more clear. Teachers say international pen pals create a real audience that students care about, making them more willing to take suggestions, edit and rewrite.\u003c/li>\n\u003cli>\u003cstrong>Students become more worldly.\u003c/strong> By connecting with students their own age in very different cultural contexts, students learn to be more open-minded and tolerant of difference. The strangeness of another place becomes interesting, not threatening. Students at one school in Mali had to travel to a distant Internet café in order to write their emails, but they did it \u003c!--more-->because they were committed to their pen pals and excited about communicating with people living in a very different place.\u003c/li>\n\u003c/ul>\n\u003cp>International pen pals may be the most straightforward global collaboration available. But there are other services connecting students to one another through internet-based projects like book reviews, political discussions and virtual field trips.\u003c/p>\n\u003cp>\u003cstrong>3 RESOURCES TO START YOUR GLOBAL COLLABORATION\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.corp.epals.com/\">Epals\u003c/a> is a free resource that allows educators to easily find other classrooms interested in collaborations. They also partner with educational institutions like the Smithsonian and National Geographic to build relationships between adults with expertise and students.\u003c/li>\n\u003cli>The \u003ca href=\"http://www.us.iearn.org/\">Interactive Educational and Resource Network (iEARN-USA)\u003c/a> connects youth around the world to one another to promote cultural understanding and learning. The site allows educators to design projects that fit curriculum requirements and focus on building a global community.\u003c/li>\n\u003cli>The \u003ca href=\"http://www.cilc.org/\">Center for Interactive Learning and Collaboration\u003c/a> (CILC) connects classrooms through videoconferencing. Educators can list the kind of interaction they’d like on the website and teachers elsewhere can pick a project they are interested in pursuing.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/153679054-620x413/\" rel=\"attachment wp-att-25017\">\u003cimg class=\"alignright size-full wp-image-25017\" title=\"153679054-620x413\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/153679054-620x4131.jpg\" alt=\"\" width=\"620\" height=\"352\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/153679054-620x4131.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/153679054-620x4131-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/153679054-620x4131-320x182.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp>As the movement against excessive homework continues to grow, some parents say they're drawing a line in the sand between home and school. Schools, in turn, are \u003ca href=\"http://www.smithsonianmag.com/arts-culture/Do-Kids-Have-Too-Much-Homework.html\">starting to rethink\u003c/a> the role of homework and how it should be assigned.\u003c/p>\n\u003cp>If \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/could-the-end-of-homework-be-on-the-horizon/\">homework serves simply as busy work\u003c/a> -- proof that kids are \"learning,\" then that time is wasted, some say. Parents are sensitive to pressures on their children and want them to have down time when they get home from seven hours in school. If the work isn't stimulating, then why do it?\u003c/p>\n\u003cp>“I just think that schools need to be a little more thoughtful about their policies for homework and work with the teachers to make sure that whatever homework that they do assign are rich, valuable experiences for the kids, and will actually be corrected,” said Jolene Ivey, mother of five boys in a \u003ca href=\"http://www.npr.org/2012/11/06/164406710/is-the-nightly-homework-battle-worth-it\">discussion\u003c/a> on NPR's \u003cem>Tell Me More\u003c/em>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The teachers have my kids for seven hours a day and when my kids get home I like for them to be able to do something else.”\u003c/p>\n\u003c/aside>\n\u003cp>“We’re teaching to the test, so a lot of the instruction that should be going on in the school environment is not there,\" said \u003ca href=\"http://blog.campusexplorer.com/2011/09/01/educator-stephen-jones-villanova/\">Stephen Jones\u003c/a>, an educator and a father. “Giving homework gives them an additional opportunity to give them work.” He doesn't necessarily think that’s the worst thing, but he said homework should allow different learning styles to flourish so that it’s both more motivating and more fun for kids when they are at home.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Proponents of homework say that the ability to buckle down and focus on homework after a long day is a key skill that young people will need in college and beyond. If high schools don’t assign enough homework, graduates will be unprepared when they confront heavy work loads in college.\u003c/p>\n\u003cp>But Kenneth Goldberg, psychologist and author of “\u003ca href=\"http://www.thehomeworktrap.com/\">The Homework Trap\u003c/a>,” argues that success in college is due more to self-confidence. He argues that homework highlights \"under the radar\" learning disabilities in children that make it much harder for some to finish work at home. One of his children struggles with homework on a nightly basis, leading Goldberg to conclude that homework batters the struggling child with negativity, challenging his self-confidence instead of nurturing it.\u003c/p>\n\u003cp>Goldberg has a few simple solutions to offer parents and teachers about how to avoid the homework trap and increase productivity. He promotes the idea of designating specific amounts of time to homework, regardless of whether the project gets done and then discussing a different set of expectations with the school.\u003c/p>\n\u003cp>He points them out in a \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/the-homework-trap-and-what-to-do-about-it/2012/04/05/gIQAJt9YyS_blog.html\">Wall Street Journal article\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Time-bound homework.\u003c/strong> Just like school starts and stops by the clock, define homework as a fixed period of time. See what the child can do in a reasonable amount of time and work with that child on using the time well.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Reduced penalties.\u003c/strong> Zeros factored in 25 percent of the grade is too harsh of a penalty to alter behavior. Lesser consequences will prove more effective in both mobilizing the child and allowing the parent to approach the issue calmly.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Respect lines of authority.\u003c/strong> Teachers are in charge of their classrooms.\u003ca href=\"http://voices.washingtonpost.com/answer-sheet/homework/checking-it-out-studies-on-hom.html\" target=\"_blank\"> Parents\u003c/a> should tread lightly when it comes to telling them what to do. Parents are the people in charge of their homes; teachers should not tell parents how to organize their homes. Ultimately, when decisions are to be made about behaviors in the home (i.e. homework), the parent needs to be the one with the final say.\u003c/p>\n\u003cp>“Teachers should recognize that parents are the head of the home, teachers are the head of the classroom, and that homework is given with the permission of the parents,” Goldberg said.\u003c/p>\n\u003cp>For parents like Ivey, who want their kids to succeed in school, the homework conundrum has become inescapable.\u003c/p>\n\u003cp>“Homework is such a miserable experience in my life,” Ivey said. “The teachers have my kids for seven hours a day and when my kids get home I like for them to be able to do something else.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/153679054-620x413/\" rel=\"attachment wp-att-25017\">\u003cimg class=\"alignright size-full wp-image-25017\" title=\"153679054-620x413\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/153679054-620x4131.jpg\" alt=\"\" width=\"620\" height=\"352\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/153679054-620x4131.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/153679054-620x4131-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/153679054-620x4131-320x182.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp>As the movement against excessive homework continues to grow, some parents say they're drawing a line in the sand between home and school. Schools, in turn, are \u003ca href=\"http://www.smithsonianmag.com/arts-culture/Do-Kids-Have-Too-Much-Homework.html\">starting to rethink\u003c/a> the role of homework and how it should be assigned.\u003c/p>\n\u003cp>If \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/could-the-end-of-homework-be-on-the-horizon/\">homework serves simply as busy work\u003c/a> -- proof that kids are \"learning,\" then that time is wasted, some say. Parents are sensitive to pressures on their children and want them to have down time when they get home from seven hours in school. If the work isn't stimulating, then why do it?\u003c/p>\n\u003cp>“I just think that schools need to be a little more thoughtful about their policies for homework and work with the teachers to make sure that whatever homework that they do assign are rich, valuable experiences for the kids, and will actually be corrected,” said Jolene Ivey, mother of five boys in a \u003ca href=\"http://www.npr.org/2012/11/06/164406710/is-the-nightly-homework-battle-worth-it\">discussion\u003c/a> on NPR's \u003cem>Tell Me More\u003c/em>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The teachers have my kids for seven hours a day and when my kids get home I like for them to be able to do something else.”\u003c/p>\n\u003c/aside>\n\u003cp>“We’re teaching to the test, so a lot of the instruction that should be going on in the school environment is not there,\" said \u003ca href=\"http://blog.campusexplorer.com/2011/09/01/educator-stephen-jones-villanova/\">Stephen Jones\u003c/a>, an educator and a father. “Giving homework gives them an additional opportunity to give them work.” He doesn't necessarily think that’s the worst thing, but he said homework should allow different learning styles to flourish so that it’s both more motivating and more fun for kids when they are at home.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Proponents of homework say that the ability to buckle down and focus on homework after a long day is a key skill that young people will need in college and beyond. If high schools don’t assign enough homework, graduates will be unprepared when they confront heavy work loads in college.\u003c/p>\n\u003cp>But Kenneth Goldberg, psychologist and author of “\u003ca href=\"http://www.thehomeworktrap.com/\">The Homework Trap\u003c/a>,” argues that success in college is due more to self-confidence. He argues that homework highlights \"under the radar\" learning disabilities in children that make it much harder for some to finish work at home. One of his children struggles with homework on a nightly basis, leading Goldberg to conclude that homework batters the struggling child with negativity, challenging his self-confidence instead of nurturing it.\u003c/p>\n\u003cp>Goldberg has a few simple solutions to offer parents and teachers about how to avoid the homework trap and increase productivity. He promotes the idea of designating specific amounts of time to homework, regardless of whether the project gets done and then discussing a different set of expectations with the school.\u003c/p>\n\u003cp>He points them out in a \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/the-homework-trap-and-what-to-do-about-it/2012/04/05/gIQAJt9YyS_blog.html\">Wall Street Journal article\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Time-bound homework.\u003c/strong> Just like school starts and stops by the clock, define homework as a fixed period of time. See what the child can do in a reasonable amount of time and work with that child on using the time well.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Reduced penalties.\u003c/strong> Zeros factored in 25 percent of the grade is too harsh of a penalty to alter behavior. Lesser consequences will prove more effective in both mobilizing the child and allowing the parent to approach the issue calmly.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Respect lines of authority.\u003c/strong> Teachers are in charge of their classrooms.\u003ca href=\"http://voices.washingtonpost.com/answer-sheet/homework/checking-it-out-studies-on-hom.html\" target=\"_blank\"> Parents\u003c/a> should tread lightly when it comes to telling them what to do. Parents are the people in charge of their homes; teachers should not tell parents how to organize their homes. Ultimately, when decisions are to be made about behaviors in the home (i.e. homework), the parent needs to be the one with the final say.\u003c/p>\n\u003cp>“Teachers should recognize that parents are the head of the home, teachers are the head of the classroom, and that homework is given with the permission of the parents,” Goldberg said.\u003c/p>\n\u003cp>For parents like Ivey, who want their kids to succeed in school, the homework conundrum has become inescapable.\u003c/p>\n\u003cp>“Homework is such a miserable experience in my life,” Ivey said. “The teachers have my kids for seven hours a day and when my kids get home I like for them to be able to do something else.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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