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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/rubygoes/3693414228/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12546\" title=\"3693414228_6cd32b6170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/3693414228_6cd32b6170-300x219.jpg\" alt=\"\" width=\"300\" height=\"219\">\u003c/a>\u003c/p>\n\u003cp>More college are being drawn to computer science degrees because of media's glamorous portrayal of this traditionally geeky career path, today's \u003ca href=\"http://www.nytimes.com/2011/06/11/technology/11computing.html?pagewanted=1\">New York Times article suggests.\u003c/a> Movies like \"The Social Network\" and Apple's slick ad campaigns have created celebrities out of Mark Zuckerberg and Steve Jobs, and with tech company net worth numbering in the billions, choosing computer science is becoming decidedly more intriguing these days.\u003c/p>\n\u003cp>This year, 11,000 students will be receiving computer science degrees in the U.S., according to the Computing Research Association, the article states.\u003c/p>\n\u003cp>Universities are pitching the major as not just a practical skills path, but one that could lead to discovery and creativity.\u003c/p>\n\u003cblockquote>\u003cp>To hook students, Yale computer science professors are offering freshman seminars with no prerequisites, like one on computer graphics, in which students learn the technical underpinnings of a Pixar movie.\u003c/p>\n\u003cp>“Historically this department has been very theory-oriented, but in the last few years, we’re broadening the curriculum,” said Julie Dorsey, a professor.\u003c!--more-->\u003c/p>\n\u003cp>She also started a new major, computing and the arts, which combines computer science with art, theater or music to teach students how to scan and restore paintings or design theater sets.\u003c/p>\n\u003cp>Professors stress that concentrating on the practical applications of computer science does not mean teaching vocational skills like programming languages, which change rapidly. Instead, it means guiding students to tackle real-world problems and learn skills and theorems along the way.\u003c/p>\u003c/blockquote>\n\u003cp>Sounds good to me. But what if kids were offered these kinds of classes beginning in K-12 setting? Perhaps they might not need the lure of fame and fortune to get into the game.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_12295\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12295\" href=\"http://ww2.kqed.org/mindshift/2011/06/three-public-schools-a-study-in-contrast/img_6568/\">\u003cimg class=\"size-medium wp-image-12295\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/IMG_6568-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Richard Julian's bright, well-equipped fifth-grade classroom in Los Altos.\u003c/figcaption>\u003c/figure>\n\u003cp>As an education reporter, I have seen the entire gamut of schools -- but never in a single day. The way my schedule came together yesterday, I ended up visiting three different campuses, each representing a vastly different picture of the American public school system. Combined, the visits have all the makings of a Dickens novel: one is a gleaming campus experimenting with cutting-edge ideas, another is an island of relative safety surrounded by a deteriorated neighborhood, and the other is a scrappy, middle-class beacon, pushed to excel by a highly involved parent community.\u003c/p>\n\u003cp>The day started with a visit to Covington Elementary School in Los Altos, an affluent suburb in the heart of Silicon Valley surrounded by scenic hills. The school’s exterior is every parent’s dream: beautifully landscaped garden beds, wide, open-air hallways, new playground equipment, and huge windows in the classrooms looking out onto tree-covered hills.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Will providing computers for impoverished students help them get to college, or give them a chance at a better life?\u003c/aside>\n\u003cp>I was there to visit one of the classes piloting \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">The Khan Academy\u003c/a> (video-based classroom lessons and tests). It's a fifth-grade classroom led by Richard Julian, a bright, engaged teacher in a room full of bright, engaged kids. Each student had an Apple laptop and used it to either watch videos or practice math skills. Many of them were already on to trigonometry and calculus-level problems. (I’ll write much more about the pilot program in the coming weeks.)\u003c/p>\n\u003cfigure id=\"attachment_12299\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12299\" href=\"http://ww2.kqed.org/mindshift/2011/06/three-public-schools-a-study-in-contrast/img_6649-2/\">\u003cimg class=\"size-medium wp-image-12299\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/IMG_66491-300x195.jpg\" alt=\"\" width=\"300\" height=\"195\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">During skateboarding demonstrations at Elmhurst Community Prep, students show off what they've learned during their after-school program.\u003c/figcaption>\u003c/figure>\n\u003cp>Later in the day, I visited Elmhurst Community Prep, a middle school in one of Oakland’s rougher neighborhoods. Just outside the perimeter of the campus, homes have barred windows and huge piles of trash are strewn on lawns covered with empty, overturned shopping carts. Inside the chain-linked fence, students are excited about an end-of-school event celebrating their accomplishments from an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">immersive after-school program\u003c/a>. (I was there to interview one of the kids and will write much more about that, too.) The principal of the school, Laura Robell, greeted all the students warmly, and welcomed back visitors who’d graduated. I spoke with her for just a short time, but it was clear that this was going to be an emotional night for her, seeing students, who are living difficult lives by anyone’s standards, demonstrate the projects they’ve completed during the past few months.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>The day ended with my own daughter’s spring musical concert at Crocker Highlands Elementary, nine miles but a world away from Elmhurst. Playing the piano and leading the group was our elementary school’s PTA-funded music teacher, Miss Rose, a talented and vivacious educator who sneaks in current events and history lessons into the 45 minutes she gets every week with her kids in the tiny, windowless room set aside for music class. (For the record, neither she nor any of the students complain about the room.) Last night’s performance included songs from all over the time spectrum – everything from “California Dreaming” to “New York, New York” to Taio Cruz’s “Dynamite.” Miss Rose’s very presence is a testament to the PTA’s commitment to bringing the arts to a typical, budget-crunched California public school. And although we don’t have a computer for every kid, we do have one for every 10 kids (more or less), another PTA accomplishment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So what does the future look like for these schools? Will providing computers for impoverished students at Elmhurst help them get to college, or give them a chance at a better life? Is an immersive after-school program necessary to keep students engaged in learning for the high-achieving population at the Los Altos elementary school? Can Miss Rose ever be replaced by software?\u003c/p>\n\u003cp>New innovations and teaching techniques and ideas about learning will materialize (or be repackaged or reconfigured), and they will make an impact in their own way. But no single solution -- not bleeding-edge technology, not laser focus on science and math, not extending the school day, not newfangled assessments -- not any \u003cem>one\u003c/em> of these things will be able to address the vastly different needs and populations of each school. And it's important to note that each one of these techniques will continue to morph and change. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So what does the future look like for these schools? Will providing computers for impoverished students at Elmhurst help them get to college, or give them a chance at a better life? Is an immersive after-school program necessary to keep students engaged in learning for the high-achieving population at the Los Altos elementary school? Can Miss Rose ever be replaced by software?\u003c/p>\n\u003cp>New innovations and teaching techniques and ideas about learning will materialize (or be repackaged or reconfigured), and they will make an impact in their own way. But no single solution -- not bleeding-edge technology, not laser focus on science and math, not extending the school day, not newfangled assessments -- not any \u003cem>one\u003c/em> of these things will be able to address the vastly different needs and populations of each school. And it's important to note that each one of these techniques will continue to morph and change. What we're witnessing now is just one moment in time.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The one common thread I did see was that each school is pushing itself in its own way to serve kids the best they can with the resources and the information they have at this moment. And that gives me hope.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/10361931@N06/4522267829\">\u003cimg class=\"size-full wp-image-12237\" title=\"Copyright sign made of jigsaw puzzle pieces separated\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Horia-Varlan.jpg\" alt=\"\" width=\"388\" height=\"388\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-75x75.jpg 75w\" sizes=\"(max-width: 388px) 100vw, 388px\">\u003c/a>\u003c/p>\n\u003cp>Over the last week or so, \u003ca href=\"http://chronicle.com/\">The Chronicle of Higher Education\u003c/a> has written a number of posts detailing some of the battles universities face with regards to copyright issues. Conflicts about copyright are nothing new, and even though there are exceptions for classroom usage for copyrighted material, there's still plenty of confusion about what constitutes acceptable use -- and what's \"Fair Use\" -- for educational purposes.\u003c/p>\n\u003cp>According to \u003ca href=\"http://chronicle.com/article/Out-of-Fear-Institutions-Lock/127701/\">The Chronicle\u003c/a>, confusion about copyright law and fears about lawsuits from publishers and rights owners means that millions of pieces of content are \"locked away\" -- unavailable for researchers and students. This includes both physical and electronic records, but as Marc Parry notes, it's also preventing many institutions from digitizing their archives and/or making that content available online.\u003c/p>\n\u003cp>Part of the problem stems from copyright law that pre-dates these digitization efforts and part of it comes from the so-called \"orphan works\" -- those in which the copyright owner cannot be located. And of course part of it stems from the fact that copyright law is simply confusing, and as The Chronicle points out, many schools opt to err on the side of caution, keeping materials unavailable rather than risk lawsuits.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://chronicle.com/article/2-Universities-Under-the-Legal/127688/\">Several schools\u003c/a> are already facing lawsuits due to alleged copyright infringement, including UCLA and Georgia State University. In the case of the latter, it's the practice of \"course reserves\" that has the university in hot water -- making materials for students available via the library's electronic reserves. In a post on \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2011/05/13/a-nightmare-scenario-for-higher-education/\">Duke University's scholarly communications blog\u003c/a>, Kevin Smith, the university's scholarly-communications officer, describes the publishers' request to limit how much material can be posted to library e-reserves as \"a nightmare scenario for higher education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the meantime, what are educators to do about using copyrighted materials in the classroom? \u003ca href=\"http://chronicle.com/article/What-You-Dont-Know-About/127706/\">The Chronicle\u003c/a> lists a number of resources where people can turn to for more information about copyright, including \u003ca href=\"http://copyright.lib.utexas.edu/\">The Copyright Crash Course\u003c/a>, Stanford University Libraries' \u003ca href=\"http://fairuse.stanford.edu/\">Copyright and Fair Use\u003c/a> guidelines, and the American University Center for Social Media's \u003ca href=\"http://centerforsocialmedia.org/fair-use/best-practices\">Best Practices\u003c/a>.\u003c/p>\n\u003cp>But the flood of questions and concerns about copyrighted materials is also a good reason to turn to openly-licensed content in the classroom. Last month, we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Resources You Might Not Know About (But Should)\u003c/a>, for example. And today YouTube announced that it was \u003ca href=\"http://youtube-global.blogspot.com/2011/06/youtube-and-creative-commons-raising.html\">expanding\u003c/a> its Creative Commons library -- with over 10,000 CC-BY licensed videos now available on the site -- and allowing users to label their content as CC-BY when they upload new videos to the site.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Barring getting a law degree to wade through the intricacies of copyright law, turning to openly-licensed content (and licensing one's own content that way) is probably a good place to start. Educators: how do you handle copyright with your materials?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/10361931@N06/4522267829\">\u003cimg class=\"size-full wp-image-12237\" title=\"Copyright sign made of jigsaw puzzle pieces separated\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Horia-Varlan.jpg\" alt=\"\" width=\"388\" height=\"388\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-75x75.jpg 75w\" sizes=\"(max-width: 388px) 100vw, 388px\">\u003c/a>\u003c/p>\n\u003cp>Over the last week or so, \u003ca href=\"http://chronicle.com/\">The Chronicle of Higher Education\u003c/a> has written a number of posts detailing some of the battles universities face with regards to copyright issues. Conflicts about copyright are nothing new, and even though there are exceptions for classroom usage for copyrighted material, there's still plenty of confusion about what constitutes acceptable use -- and what's \"Fair Use\" -- for educational purposes.\u003c/p>\n\u003cp>According to \u003ca href=\"http://chronicle.com/article/Out-of-Fear-Institutions-Lock/127701/\">The Chronicle\u003c/a>, confusion about copyright law and fears about lawsuits from publishers and rights owners means that millions of pieces of content are \"locked away\" -- unavailable for researchers and students. This includes both physical and electronic records, but as Marc Parry notes, it's also preventing many institutions from digitizing their archives and/or making that content available online.\u003c/p>\n\u003cp>Part of the problem stems from copyright law that pre-dates these digitization efforts and part of it comes from the so-called \"orphan works\" -- those in which the copyright owner cannot be located. And of course part of it stems from the fact that copyright law is simply confusing, and as The Chronicle points out, many schools opt to err on the side of caution, keeping materials unavailable rather than risk lawsuits.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://chronicle.com/article/2-Universities-Under-the-Legal/127688/\">Several schools\u003c/a> are already facing lawsuits due to alleged copyright infringement, including UCLA and Georgia State University. In the case of the latter, it's the practice of \"course reserves\" that has the university in hot water -- making materials for students available via the library's electronic reserves. In a post on \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2011/05/13/a-nightmare-scenario-for-higher-education/\">Duke University's scholarly communications blog\u003c/a>, Kevin Smith, the university's scholarly-communications officer, describes the publishers' request to limit how much material can be posted to library e-reserves as \"a nightmare scenario for higher education.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the meantime, what are educators to do about using copyrighted materials in the classroom? \u003ca href=\"http://chronicle.com/article/What-You-Dont-Know-About/127706/\">The Chronicle\u003c/a> lists a number of resources where people can turn to for more information about copyright, including \u003ca href=\"http://copyright.lib.utexas.edu/\">The Copyright Crash Course\u003c/a>, Stanford University Libraries' \u003ca href=\"http://fairuse.stanford.edu/\">Copyright and Fair Use\u003c/a> guidelines, and the American University Center for Social Media's \u003ca href=\"http://centerforsocialmedia.org/fair-use/best-practices\">Best Practices\u003c/a>.\u003c/p>\n\u003cp>But the flood of questions and concerns about copyrighted materials is also a good reason to turn to openly-licensed content in the classroom. Last month, we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Resources You Might Not Know About (But Should)\u003c/a>, for example. And today YouTube announced that it was \u003ca href=\"http://youtube-global.blogspot.com/2011/06/youtube-and-creative-commons-raising.html\">expanding\u003c/a> its Creative Commons library -- with over 10,000 CC-BY licensed videos now available on the site -- and allowing users to label their content as CC-BY when they upload new videos to the site.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Barring getting a law degree to wade through the intricacies of copyright law, turning to openly-licensed content (and licensing one's own content that way) is probably a good place to start. Educators: how do you handle copyright with your materials?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/gadgetdude/804190044/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12127\" title=\"gadgetdude\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/gadgetdude-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Most parents dream of seeing their kids graduate from a good college. The assumption is that the vaunted degree will guarantee a successful career, the closest thing to being financially stable, and ultimately, a happy, fulfilling life.\u003c/p>\n\u003cp>But a number of authors and high-profile businesspeople and entrepreneurs are debunking the notion that college is the best solution. They're questioning whether paying tens of thousands of dollars and investing four or five years in an institution should be the default for young people when so many more options exist. With free, high-quality education available to anyone, is college necessary? These folks say no.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>BILL GATES.\u003c/strong> \"Five years from now on the Web for free you'll be able to find the best lectures in the world,\" said the Microsoft founder, famous Harvard dropout, and controversial figure in education \u003ca href=\"http://techcrunch.com/2010/08/06/bill-gates-education/\">last fall\u003c/a>. In 2007, he told the Harvard graduating class \u003ca href=\"http://www.time.com/time/specials/packages/article/0,28804,1988080_1988093_1988082,00.html\">in a commencement speech\u003c/a>, \"I'm a bad influence. That's why I was invited to speak at your graduation. If I had spoken at your orientation, fewer of you might be here today.\" Gates has said that learners of all kind should be able to receive credit for any kind of learning they do, and college shouldn't necessarily be \"place-based.\"\u003c/li>\n\u003cli>\u003cstrong>PETER THIEL\u003c/strong>. The co-founder of PayPal is giving $100,000 to 24 people under 20 years old on the condition that they drop out of school for two years and start a business. Thiel's offer was intriguing enough to attract hundreds of applicants and to even \u003ca href=\"http://thielfoundation.org/index.php?option=com_content&view=article&id=15&Itemid=19\">l\u003c/a>ure a few away from Harvard and Stanford. Check out who \u003ca href=\"http://thielfoundation.org/index.php?option=com_content&view=article&id=15&Itemid=19\">made the cut\u003c/a>. The youngsters have big plans, too -- from decentralizing banking in the developing world with a mobile payment system to bringing Web-based videos and mobile apps into the classroom.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>RICHARD ARUM.\u003c/strong> The author of \u003cem>Academically Adrift: Limited Learning on College Campuses\u003c/em>, maintains that going to college does little to develop an important life skill: critical thinking. Arum and co-author Jospia Roksa presented a study involving 2,300 students at 24 universities that showed \"more than a third of students showed no improvement in critical thinking skills after four years at a university.\" \"Our country today is part of a global economic system, where we no longer have the luxury to put large numbers of kids through college and university and not demand of them that they are developing these higher order skills that are necessary not just for them, but for our society as a whole,\" Arum \u003ca href=\"http://www.npr.org/2011/02/09/133310978/in-college-a-lack-of-rigor-leaves-students-adrift\">told NPR\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>DALE STEPHENS. \u003c/strong>He's just 19 years old, but that might make the founder of the \u003ca href=\"http://uncollege.org/\">UnCollege\u003c/a> movement even more convincing a figure. Stephens (who recently discovered he's one of Thiel's funded proteges), is working to create a site called \u003ca href=\"http://www.facebook.com/radmatter\">Radmatter\u003c/a>, where people can compile all the formal and informal education and work experience on a site that verifies the information for potential employers. \"What a college degree says is, 'I’m arbitrarily trainable, I’m competent in specific areas, I can follow directions,'\" Stephens told me in a recent interview. \"You can demonstrate those three things in nontraditional fashion.\" Read the \u003ca href=\"http://uncollege.org/whos-it-for/a-letter-to-parents/\">Letter to Parents\u003c/a>, written by his mother who applauds Stephens for his courage and ambition.\u003c/li>\n\u003cli>\u003cstrong>JAMES ALTUCHER.\u003c/strong> The hedge-fund trader and former software writer did go to college, but he says that gives him the right to criticize it. \"[People] say, ‘Look, college teaches you how to think, network, write.’ Personally, I didn’t learn how to do any of those things in college,” he \u003ca href=\"http://nymag.com/news/features/college-education-2011-5/index1.html\">told New York Magazine recently\u003c/a>. Altucher encourages young people to veer away from their prescribed path to college and start living a little first. \u003ca href=\"http://www.jamesaltucher.com/2011/01/8-alternatives-to-college/\">He recommends\u003c/a> starting a business, writing a book, working at a charity, even mastering a sport before committing to spending time and money in an institution that doesn't guarantee future success.\u003c/li>\n\u003c/ol>\n\u003cp>Whether or not it's intentional, this point of view seems to be gaining traction among college students. According to \u003ca href=\"http://nymag.com/news/features/college-education-2011-5/index2.html\">New York Magazine,\u003c/a> the U.S. now has the \"highest college-dropout rate in the industrialized world, and in terms of 25-to-34-year-olds with college degrees, it has fallen from first to twelfth.\"\u003c/p>\n\u003cp>But in the current job market, how do employers perceive those who don't have a college degree? What happens to the vast majority of people without degrees who don't strike gold with a winning entrepreneurial scheme? And what of the social benefits of going to college? Even Facebook founder Mark Zuckerberg, recently said at a conference that he's conflicted about his decision to drop out of Harvard.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We have this culture that everyone should go to college, but not everyone should,\" he said. \"I dropped out of college, but college was awesome. I don’t know, it’s valuable. The most valuable thing for me was having that time with other students. If I had a chance to finish college, how many more awesome people would I have met? It’s not that I’d want to go back to take specific courses. But if we as a society can afford to make that investment, it’s a good investment. Other socieities can’t.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/gadgetdude/804190044/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12127\" title=\"gadgetdude\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/gadgetdude-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Most parents dream of seeing their kids graduate from a good college. The assumption is that the vaunted degree will guarantee a successful career, the closest thing to being financially stable, and ultimately, a happy, fulfilling life.\u003c/p>\n\u003cp>But a number of authors and high-profile businesspeople and entrepreneurs are debunking the notion that college is the best solution. They're questioning whether paying tens of thousands of dollars and investing four or five years in an institution should be the default for young people when so many more options exist. With free, high-quality education available to anyone, is college necessary? These folks say no.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>BILL GATES.\u003c/strong> \"Five years from now on the Web for free you'll be able to find the best lectures in the world,\" said the Microsoft founder, famous Harvard dropout, and controversial figure in education \u003ca href=\"http://techcrunch.com/2010/08/06/bill-gates-education/\">last fall\u003c/a>. In 2007, he told the Harvard graduating class \u003ca href=\"http://www.time.com/time/specials/packages/article/0,28804,1988080_1988093_1988082,00.html\">in a commencement speech\u003c/a>, \"I'm a bad influence. That's why I was invited to speak at your graduation. If I had spoken at your orientation, fewer of you might be here today.\" Gates has said that learners of all kind should be able to receive credit for any kind of learning they do, and college shouldn't necessarily be \"place-based.\"\u003c/li>\n\u003cli>\u003cstrong>PETER THIEL\u003c/strong>. The co-founder of PayPal is giving $100,000 to 24 people under 20 years old on the condition that they drop out of school for two years and start a business. Thiel's offer was intriguing enough to attract hundreds of applicants and to even \u003ca href=\"http://thielfoundation.org/index.php?option=com_content&view=article&id=15&Itemid=19\">l\u003c/a>ure a few away from Harvard and Stanford. Check out who \u003ca href=\"http://thielfoundation.org/index.php?option=com_content&view=article&id=15&Itemid=19\">made the cut\u003c/a>. The youngsters have big plans, too -- from decentralizing banking in the developing world with a mobile payment system to bringing Web-based videos and mobile apps into the classroom.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>RICHARD ARUM.\u003c/strong> The author of \u003cem>Academically Adrift: Limited Learning on College Campuses\u003c/em>, maintains that going to college does little to develop an important life skill: critical thinking. Arum and co-author Jospia Roksa presented a study involving 2,300 students at 24 universities that showed \"more than a third of students showed no improvement in critical thinking skills after four years at a university.\" \"Our country today is part of a global economic system, where we no longer have the luxury to put large numbers of kids through college and university and not demand of them that they are developing these higher order skills that are necessary not just for them, but for our society as a whole,\" Arum \u003ca href=\"http://www.npr.org/2011/02/09/133310978/in-college-a-lack-of-rigor-leaves-students-adrift\">told NPR\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>DALE STEPHENS. \u003c/strong>He's just 19 years old, but that might make the founder of the \u003ca href=\"http://uncollege.org/\">UnCollege\u003c/a> movement even more convincing a figure. Stephens (who recently discovered he's one of Thiel's funded proteges), is working to create a site called \u003ca href=\"http://www.facebook.com/radmatter\">Radmatter\u003c/a>, where people can compile all the formal and informal education and work experience on a site that verifies the information for potential employers. \"What a college degree says is, 'I’m arbitrarily trainable, I’m competent in specific areas, I can follow directions,'\" Stephens told me in a recent interview. \"You can demonstrate those three things in nontraditional fashion.\" Read the \u003ca href=\"http://uncollege.org/whos-it-for/a-letter-to-parents/\">Letter to Parents\u003c/a>, written by his mother who applauds Stephens for his courage and ambition.\u003c/li>\n\u003cli>\u003cstrong>JAMES ALTUCHER.\u003c/strong> The hedge-fund trader and former software writer did go to college, but he says that gives him the right to criticize it. \"[People] say, ‘Look, college teaches you how to think, network, write.’ Personally, I didn’t learn how to do any of those things in college,” he \u003ca href=\"http://nymag.com/news/features/college-education-2011-5/index1.html\">told New York Magazine recently\u003c/a>. Altucher encourages young people to veer away from their prescribed path to college and start living a little first. \u003ca href=\"http://www.jamesaltucher.com/2011/01/8-alternatives-to-college/\">He recommends\u003c/a> starting a business, writing a book, working at a charity, even mastering a sport before committing to spending time and money in an institution that doesn't guarantee future success.\u003c/li>\n\u003c/ol>\n\u003cp>Whether or not it's intentional, this point of view seems to be gaining traction among college students. According to \u003ca href=\"http://nymag.com/news/features/college-education-2011-5/index2.html\">New York Magazine,\u003c/a> the U.S. now has the \"highest college-dropout rate in the industrialized world, and in terms of 25-to-34-year-olds with college degrees, it has fallen from first to twelfth.\"\u003c/p>\n\u003cp>But in the current job market, how do employers perceive those who don't have a college degree? What happens to the vast majority of people without degrees who don't strike gold with a winning entrepreneurial scheme? And what of the social benefits of going to college? Even Facebook founder Mark Zuckerberg, recently said at a conference that he's conflicted about his decision to drop out of Harvard.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We have this culture that everyone should go to college, but not everyone should,\" he said. \"I dropped out of college, but college was awesome. I don’t know, it’s valuable. The most valuable thing for me was having that time with other students. If I had a chance to finish college, how many more awesome people would I have met? It’s not that I’d want to go back to take specific courses. But if we as a society can afford to make that investment, it’s a good investment. Other socieities can’t.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can You Have a Viable Education Outside of School?",
"title": "Can You Have a Viable Education Outside of School?",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/pixellou/3888736932/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12056\" title=\"LisaW123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/LisaW123-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>Lisa Nielsen works to support public schools in New York City and while she understands school is a viable option for some students, she doesn't believe it is for everyone.\u003c/p>\n\u003cp>The author of the\u003ca href=\"http://theinnovativeeducator.blogspot.com/\"> Innovative Educator blog\u003c/a> has written a free, online book called The Teenager's Guide to \u003ca href=\"http://www.scribd.com/doc/55366959/The-Teenagers-Guide-to-Opting-Out-Not-Dropping-Out-of-School\">\u003cem>Opting Out (Not Dropping Out) of Outdated and Traditional School. \u003c/em>\u003c/a>\u003c/p>\n\u003cp>Nielsen, who helps educators find innovative ways of engaging learners, works at a fairly progressive, forward-thinking public school system that's experimenting with technology in inventive ways and a push towards personalized learning with the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\"> iSchool and Innovation Zone\u003c/a>. Still, she believes the traditional school setting may not be \"fixable.\"\u003c/p>\n\u003cp>\"While students are doing better in a more innovative climate, ultimately, we are just using updated tools to meet narrow and \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">outdated measures\u003c/a> on which our students, teachers, and school leaders are judged,\" she \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">writes on her blog\u003c/a>. \"It is not enough to personalize learning for everyone to go down the same path — to college, without consideration of what comes next.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Lisa to talk about the book, and why she wrote it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Why did you feel you needed to write this guide?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I went to the iNacol Online Learning conference this year and when a keynote speaker asked the audience to share one word to describe high school, as if rehearsed, they responded, “BORING.” It’s no wonder that in places like those where I have spent my life (Los Angeles, Las Vegas, New York), the drop out rate is around 50% and if you ask teens, many of them who are in school don’t really like it. The problem is no one talks about and few\u003c!--more--> know about alternatives. Students think that it’s their fault if they don’t enjoy sitting in chairs all day consuming, memorizing, and regurgitating. This is caused in part because of how they are \u003ca href=\"https://www.facebook.com/InnovativeEdu/posts/118693708209747?notif_t=share_comment\">viewed by a society trained to embrace the system\u003c/a>. Many of their parents don’t know there are alternatives either and we have a growing epidemic that this environment creates which is so called ADD/ADHD and now kids are being drugged so they can basically sit down and shut up all day until called upon. It’s ironic that socialization is considered a benefit of school. It is more of a place to “be socialized” than to “enjoy socializing.”\u003c/p>\n\u003cp>There are voices out there like Laurette Lynn, founder of \u003ca href=\"http://www.unpluggedmom.com/\">Unplugged Mom\u003c/a>, who are working diligently to inform parents and families that there is better way, and that school is not synonymous with learning. After being introduced to this concept myself, I realized it was necessary to further advance this important message. Laurette says “Education does not need to be reformed, it needs to be \u003ca href=\"http://www.unpluggedmom.com/education-politics/education-transformation/dont-reform-school-transform-education/\">transformed\u003c/a>!” and from what I’ve experienced, I agree!\u003c/p>\n\u003cp>I wrote this guide to inform people that there are alternatives and it is time we start fixing (or eliminating) the school, rather than blaming the children.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you wish somebody had written something like this for you or someone you know?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I did indeed write this guide with the teenage version of myself in mind. I was a good student by school standards. I took my tests, got good grades, and I was quick. I skipped grades and did my studies at warp speed so I could hurry up and out into the real world. I was so excited to get school done so I could see the treasures that awaited me. In hindsight I now realize the robotics in all this and wonder whether I actually ‘learned’ anything truly useful that I couldn’t have learned outside of the box. Unfortunately, at 19 I stood with a stellar GPA and diploma in hand and realized I had been duped. Like many graduates today, I had no real world experience to show for my work. I just got a really great training in taking in and spiting out what I was told. However, much like a bulimic, the intake and regurgitation was ultimately unhealthy for me and I’m realizing is unhealthy for human beings all together. I found myself with an appetite that was undernourished because it was being fed unsubstantial crap (for lack of a better word) when it came to what really mattered but once school spit me out, their job was done. There I was on my own graduated into a world that looked nothing like those artificial walls I had left. To paraphrase the founder of UnCollege said in a \u003ca href=\"http://www.blogtalkradio.com/unpluggedmom/2011/05/06/unplugged-mom-radio-with-laurette-lynn-why-we-do-what-we-d\">recent interview\u003c/a> “Theoretical information is never as valuable as practical application.”\u003c/p>\n\u003cp>I eventually realized all those years of being told that I would “understand why this was important” were filled with a false-truth that made my stomach churn. I was controlled and molded into a perfect little worker who would follow orders. A human being entered at kindergarten and an obedient, conditioned citizen came out the other-end upon graduation. The bigger problem for me was my blind faith in the system. I believed that after doing my time, I would earn freedom and be able to escape, (ironic in and of itself). Like many former college students however, I soon realized that instead I was destined for a career that had nothing whatsoever to do with my degree.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Who do you think this book is most appropriate for?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. This book is appropriate for any teen who doesn’t like or doesn’t fit in to school but does have a desire to pursue a life of happiness and satisfaction. It is for the human being struggling to be heard inside the capsule of institutionalized schooling. It is for the concerned parent of the teen who is showing signs of emotional disturbance or has been ‘diagnosed’ with a supposed disorder, or is showing signs of performance and testing stress. It is for the out-of-the-box thinker who is ready to \u003ca href=\"http://www.unpluggedmom.com/more/\">unplug from a manufactured system\u003c/a> and reconnect with a more real-life experience.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is \"opting out\" different from home schooling?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Homeschooling is a broad term that is often misunderstood. Laurette Lynn who wrote the intro for the guide, suggests terms like ‘independent learning’ or ‘home educating’ paint a more accurate picture of the concept. A home educator herself, “\u003ca href=\"http://ezinearticles.com/?Unplugged-Education---It-Is-Not-Homeschooling&id=5218579\">It’s not about schooling” she says “It’s about learning\u003c/a>.” And that is what opting out is about. The interesting thing is that most teens don’t want or need someone to “school” them. While they probably have the desire to learn, it looks very different from being “schooled.” Their interests guide them and they are well equipped with the know-how to learn what they need to learn in order to accomplish their goals. What’s more, the rich technological resources available today make it that much easier for teens to experience whatever they want to learn.\u003c/p>\n\u003cp>When we look at the idea of opting out, from the perspective of this book, we’re looking into the idea of teens taking ownership for their learning.and living. This means learning with choice rather than coercion. In the guide we share many alternatives. These include online learning, alternative learning centers/environments that follow a democracy education approach like Summerhill and Sudbury, pursuing an educational path with open education resources (OER), taking college classes that the student is actually interested in, and/or pursuing apprenticeship/ internship opportunities. What is most important at the start of this journey is that the teen has a well designed plan for their future and we feature an example of one teen who did just that in the guide.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How do you respond to parents who fear that, without the formal structure a school provides, their kids could miss out on the opportunity of going to college?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I explain in detail how \u003ca href=\"http://t.co/fvZku7t\">You Don’t Have to Go to School or Take the SAT/ACT to Get Into A Good College\u003c/a> and then I give them an example of a friend who did that\u003cbr>\n\u003ca href=\"http://t.co/CcRds8M\">Getting into College Without Going to School \u003c/a>and then I give them \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/educating-innovatively-without-school.html\">a whole bunch more examples\u003c/a>.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have a sense of what percentage of students who opt out are admitted to the college of their choice?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. First I want to caution you about falling into the assumption that college is the goal for everyone. There are many of us who believe the college bubble will soon burst. Some of us know of Dale Stephen’s work with the “Uncollege” movement where people can begin to move away from “college” credentials and toward “personal mastery” credentials. The other caution I want to put out there is the idea of students and college. I’d prefer to think of people who are pursuing the passion of their choice. If college is necessary for that, then they can pursue the college that will help them get to where they want to go. Frequently 18 is not the best age for this. To answer your question though, I have not heard of any one who has taken ownership of their learning who has not been able to pursue a college career that has been one which helps them pursue their passions. As I wrote in \u003ca href=\"http://t.co/CcRds8M\">Getting into College Without Going to School\u003c/a>, there are many colleges that prefer autodidacts.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. It seems like opting out, the way you describe it in the book, is actually not any less work than going to school.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I think most people would rather spend a dozen hours doing something they love than a single hour doing something they do not care for. People enjoy working toward doing what they love and what will make their lives better. If asked, my guess is most people would choose doing what they love over enduring a prescribed curriculum...however, I guess there are people who like to be told what to do and when. For them school might be a good choice. It’s not about avoiding work or effort. On the contrary, it’s about channelling our effort into something that drives us and embracing the freedom to choose what that is ourselves rather than being forced. People may have this concern because we view teens as lazy, but we fail to realize that this forced system of compulsory schooling has inadvertently created a mass-rejection - and that has manifested in rebellion and what we perceive as youth malaise. It is human nature to reject being forced. If we stop forcing kids to perform on demand, the natural human desire to learn will thrive and blossom.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You describe how a student creating a learning program can get school credit, take college entrance exams, and the logistics of fitting an informal education into a formalized/standardized world.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. First let’s dispel another misconception. Why on earth do we want to prepare people for a formalized, standardized world? Why do we continue to reward \u003ca href=\"http://ezinearticles.com/?Home-Education---Criticisms,-Conformity-and-the-Real-World&id=5420898\">conformity \u003c/a>rather than encourage individuality? Why do we continue to perpetuate the notion that school prepares kids for the a systematized existence rather than the actual ‘real world’? Those who take ownership of their learning are often anything but those who fit into such worlds. People who hate the formalization and standardization of school are often those who go on to pursue careers much more interesting than those featured in “The Office.” They don’t follow the standard, they set the standard. They are our Lady Gaga’s, Richard Branson’s, Walt Disney’s, Lucile Ball’s, Albert Einstein’s, Florence Nightengale’s, Mark Twain’s, and William Shakespeare's of the world. Of course, there are many other successful lesser known people who achieved great happiness and success without school as well. The point is, you can achieve great levels of success by following your passion rather than following the norm.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The views expressed here are Nielsen’s alone and do not represent the opinions or endorsement of the NYC DOE or any other entity.\u003c/em>\u003c/p>\n\n",
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"description": "Lisa Nielsen works to support public schools in New York City and while she understands school is a viable option for some students, she doesn't believe it is for everyone. The author of the Innovative Educator blog has written a free, online book called The Teenager's Guide to Opting Out (Not Dropping Out) of Outdated",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/pixellou/3888736932/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12056\" title=\"LisaW123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/LisaW123-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>Lisa Nielsen works to support public schools in New York City and while she understands school is a viable option for some students, she doesn't believe it is for everyone.\u003c/p>\n\u003cp>The author of the\u003ca href=\"http://theinnovativeeducator.blogspot.com/\"> Innovative Educator blog\u003c/a> has written a free, online book called The Teenager's Guide to \u003ca href=\"http://www.scribd.com/doc/55366959/The-Teenagers-Guide-to-Opting-Out-Not-Dropping-Out-of-School\">\u003cem>Opting Out (Not Dropping Out) of Outdated and Traditional School. \u003c/em>\u003c/a>\u003c/p>\n\u003cp>Nielsen, who helps educators find innovative ways of engaging learners, works at a fairly progressive, forward-thinking public school system that's experimenting with technology in inventive ways and a push towards personalized learning with the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\"> iSchool and Innovation Zone\u003c/a>. Still, she believes the traditional school setting may not be \"fixable.\"\u003c/p>\n\u003cp>\"While students are doing better in a more innovative climate, ultimately, we are just using updated tools to meet narrow and \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">outdated measures\u003c/a> on which our students, teachers, and school leaders are judged,\" she \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">writes on her blog\u003c/a>. \"It is not enough to personalize learning for everyone to go down the same path — to college, without consideration of what comes next.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked Lisa to talk about the book, and why she wrote it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Why did you feel you needed to write this guide?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I went to the iNacol Online Learning conference this year and when a keynote speaker asked the audience to share one word to describe high school, as if rehearsed, they responded, “BORING.” It’s no wonder that in places like those where I have spent my life (Los Angeles, Las Vegas, New York), the drop out rate is around 50% and if you ask teens, many of them who are in school don’t really like it. The problem is no one talks about and few\u003c!--more--> know about alternatives. Students think that it’s their fault if they don’t enjoy sitting in chairs all day consuming, memorizing, and regurgitating. This is caused in part because of how they are \u003ca href=\"https://www.facebook.com/InnovativeEdu/posts/118693708209747?notif_t=share_comment\">viewed by a society trained to embrace the system\u003c/a>. Many of their parents don’t know there are alternatives either and we have a growing epidemic that this environment creates which is so called ADD/ADHD and now kids are being drugged so they can basically sit down and shut up all day until called upon. It’s ironic that socialization is considered a benefit of school. It is more of a place to “be socialized” than to “enjoy socializing.”\u003c/p>\n\u003cp>There are voices out there like Laurette Lynn, founder of \u003ca href=\"http://www.unpluggedmom.com/\">Unplugged Mom\u003c/a>, who are working diligently to inform parents and families that there is better way, and that school is not synonymous with learning. After being introduced to this concept myself, I realized it was necessary to further advance this important message. Laurette says “Education does not need to be reformed, it needs to be \u003ca href=\"http://www.unpluggedmom.com/education-politics/education-transformation/dont-reform-school-transform-education/\">transformed\u003c/a>!” and from what I’ve experienced, I agree!\u003c/p>\n\u003cp>I wrote this guide to inform people that there are alternatives and it is time we start fixing (or eliminating) the school, rather than blaming the children.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you wish somebody had written something like this for you or someone you know?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I did indeed write this guide with the teenage version of myself in mind. I was a good student by school standards. I took my tests, got good grades, and I was quick. I skipped grades and did my studies at warp speed so I could hurry up and out into the real world. I was so excited to get school done so I could see the treasures that awaited me. In hindsight I now realize the robotics in all this and wonder whether I actually ‘learned’ anything truly useful that I couldn’t have learned outside of the box. Unfortunately, at 19 I stood with a stellar GPA and diploma in hand and realized I had been duped. Like many graduates today, I had no real world experience to show for my work. I just got a really great training in taking in and spiting out what I was told. However, much like a bulimic, the intake and regurgitation was ultimately unhealthy for me and I’m realizing is unhealthy for human beings all together. I found myself with an appetite that was undernourished because it was being fed unsubstantial crap (for lack of a better word) when it came to what really mattered but once school spit me out, their job was done. There I was on my own graduated into a world that looked nothing like those artificial walls I had left. To paraphrase the founder of UnCollege said in a \u003ca href=\"http://www.blogtalkradio.com/unpluggedmom/2011/05/06/unplugged-mom-radio-with-laurette-lynn-why-we-do-what-we-d\">recent interview\u003c/a> “Theoretical information is never as valuable as practical application.”\u003c/p>\n\u003cp>I eventually realized all those years of being told that I would “understand why this was important” were filled with a false-truth that made my stomach churn. I was controlled and molded into a perfect little worker who would follow orders. A human being entered at kindergarten and an obedient, conditioned citizen came out the other-end upon graduation. The bigger problem for me was my blind faith in the system. I believed that after doing my time, I would earn freedom and be able to escape, (ironic in and of itself). Like many former college students however, I soon realized that instead I was destined for a career that had nothing whatsoever to do with my degree.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Who do you think this book is most appropriate for?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. This book is appropriate for any teen who doesn’t like or doesn’t fit in to school but does have a desire to pursue a life of happiness and satisfaction. It is for the human being struggling to be heard inside the capsule of institutionalized schooling. It is for the concerned parent of the teen who is showing signs of emotional disturbance or has been ‘diagnosed’ with a supposed disorder, or is showing signs of performance and testing stress. It is for the out-of-the-box thinker who is ready to \u003ca href=\"http://www.unpluggedmom.com/more/\">unplug from a manufactured system\u003c/a> and reconnect with a more real-life experience.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is \"opting out\" different from home schooling?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Homeschooling is a broad term that is often misunderstood. Laurette Lynn who wrote the intro for the guide, suggests terms like ‘independent learning’ or ‘home educating’ paint a more accurate picture of the concept. A home educator herself, “\u003ca href=\"http://ezinearticles.com/?Unplugged-Education---It-Is-Not-Homeschooling&id=5218579\">It’s not about schooling” she says “It’s about learning\u003c/a>.” And that is what opting out is about. The interesting thing is that most teens don’t want or need someone to “school” them. While they probably have the desire to learn, it looks very different from being “schooled.” Their interests guide them and they are well equipped with the know-how to learn what they need to learn in order to accomplish their goals. What’s more, the rich technological resources available today make it that much easier for teens to experience whatever they want to learn.\u003c/p>\n\u003cp>When we look at the idea of opting out, from the perspective of this book, we’re looking into the idea of teens taking ownership for their learning.and living. This means learning with choice rather than coercion. In the guide we share many alternatives. These include online learning, alternative learning centers/environments that follow a democracy education approach like Summerhill and Sudbury, pursuing an educational path with open education resources (OER), taking college classes that the student is actually interested in, and/or pursuing apprenticeship/ internship opportunities. What is most important at the start of this journey is that the teen has a well designed plan for their future and we feature an example of one teen who did just that in the guide.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How do you respond to parents who fear that, without the formal structure a school provides, their kids could miss out on the opportunity of going to college?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I explain in detail how \u003ca href=\"http://t.co/fvZku7t\">You Don’t Have to Go to School or Take the SAT/ACT to Get Into A Good College\u003c/a> and then I give them an example of a friend who did that\u003cbr>\n\u003ca href=\"http://t.co/CcRds8M\">Getting into College Without Going to School \u003c/a>and then I give them \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/educating-innovatively-without-school.html\">a whole bunch more examples\u003c/a>.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have a sense of what percentage of students who opt out are admitted to the college of their choice?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. First I want to caution you about falling into the assumption that college is the goal for everyone. There are many of us who believe the college bubble will soon burst. Some of us know of Dale Stephen’s work with the “Uncollege” movement where people can begin to move away from “college” credentials and toward “personal mastery” credentials. The other caution I want to put out there is the idea of students and college. I’d prefer to think of people who are pursuing the passion of their choice. If college is necessary for that, then they can pursue the college that will help them get to where they want to go. Frequently 18 is not the best age for this. To answer your question though, I have not heard of any one who has taken ownership of their learning who has not been able to pursue a college career that has been one which helps them pursue their passions. As I wrote in \u003ca href=\"http://t.co/CcRds8M\">Getting into College Without Going to School\u003c/a>, there are many colleges that prefer autodidacts.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. It seems like opting out, the way you describe it in the book, is actually not any less work than going to school.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I think most people would rather spend a dozen hours doing something they love than a single hour doing something they do not care for. People enjoy working toward doing what they love and what will make their lives better. If asked, my guess is most people would choose doing what they love over enduring a prescribed curriculum...however, I guess there are people who like to be told what to do and when. For them school might be a good choice. It’s not about avoiding work or effort. On the contrary, it’s about channelling our effort into something that drives us and embracing the freedom to choose what that is ourselves rather than being forced. People may have this concern because we view teens as lazy, but we fail to realize that this forced system of compulsory schooling has inadvertently created a mass-rejection - and that has manifested in rebellion and what we perceive as youth malaise. It is human nature to reject being forced. If we stop forcing kids to perform on demand, the natural human desire to learn will thrive and blossom.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You describe how a student creating a learning program can get school credit, take college entrance exams, and the logistics of fitting an informal education into a formalized/standardized world.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. First let’s dispel another misconception. Why on earth do we want to prepare people for a formalized, standardized world? Why do we continue to reward \u003ca href=\"http://ezinearticles.com/?Home-Education---Criticisms,-Conformity-and-the-Real-World&id=5420898\">conformity \u003c/a>rather than encourage individuality? Why do we continue to perpetuate the notion that school prepares kids for the a systematized existence rather than the actual ‘real world’? Those who take ownership of their learning are often anything but those who fit into such worlds. People who hate the formalization and standardization of school are often those who go on to pursue careers much more interesting than those featured in “The Office.” They don’t follow the standard, they set the standard. They are our Lady Gaga’s, Richard Branson’s, Walt Disney’s, Lucile Ball’s, Albert Einstein’s, Florence Nightengale’s, Mark Twain’s, and William Shakespeare's of the world. Of course, there are many other successful lesser known people who achieved great happiness and success without school as well. The point is, you can achieve great levels of success by following your passion rather than following the norm.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>http://youtu.be/BVGObdmRwss\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.learningfromhollywood.org/\">Learning from Hollywood \u003c/a>conference last week, USC professor \u003ca href=\"http://www.henryjenkins.org/\">Henry Jenkins \u003c/a>talked about his theory on building what he calls \"participatory culture\" around \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> as a means to teach kids how to be social activists and realize their transformative powers.\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-12015\" title=\"Screen shot 2011-05-25 at 2.37.00 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-25-at-2.37.00-PM-300x244.png\" alt=\"\" width=\"300\" height=\"244\">\u003c/p>\n\u003cp>Jenkins believes that schools should \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">embrace the powers of social media \u003c/a>and leverage it as a means to engage students -- especially those at risk of becoming disenfranchised.\u003c/p>\n\u003cp>The conference was organized by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> and hosted by USC Cinema School.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The video is filmed by \u003ca href=\"http://www.360kid.com/blog/\">Scott Taylor from 360Kid\u003c/a> on his cell phone, but Jenkins' words are heard loud and clear.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/BVGObdmRwss'\n title='//www.youtube.com/embed/BVGObdmRwss'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>At the \u003ca href=\"http://www.learningfromhollywood.org/\">Learning from Hollywood \u003c/a>conference last week, USC professor \u003ca href=\"http://www.henryjenkins.org/\">Henry Jenkins \u003c/a>talked about his theory on building what he calls \"participatory culture\" around \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> as a means to teach kids how to be social activists and realize their transformative powers.\u003c/p>\n\u003cp>\u003cimg class=\"size-medium wp-image-12015\" title=\"Screen shot 2011-05-25 at 2.37.00 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-25-at-2.37.00-PM-300x244.png\" alt=\"\" width=\"300\" height=\"244\">\u003c/p>\n\u003cp>Jenkins believes that schools should \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">embrace the powers of social media \u003c/a>and leverage it as a means to engage students -- especially those at risk of becoming disenfranchised.\u003c/p>\n\u003cp>The conference was organized by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> and hosted by USC Cinema School.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_11893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/jurvetson/5512308575/in/photostream/\">\u003cimg class=\"size-full wp-image-11893\" title=\"salman-khan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/salman-khan.png\" alt=\"\" width=\"300\" height=\"274\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Salman Khan's library of free instructional videos has reached millions of people, and now his videos are reaching into classrooms.\u003c/figcaption>\u003c/figure>\n\u003cp>If you're curious at all about the future of education, you should know about \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Salman Khan\u003c/a>. He's the charismatic brainiac who's created more than 2,000 instructional videos about everything from \u003ca href=\"http://www.khanacademy.org/video/photosynthesis?playlist=Biology\">photosynthesis\u003c/a> to the \u003ca href=\"http://www.khanacademy.org/video/bay-of-pigs-invasion?playlist=History\">Bay of Pigs invasion\u003c/a>. As former New York City schools chancellor Joel Klein \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/thoughts-on-how-education-is-changing-or-not-before-our-eyes/\">recently noted\u003c/a>, \"Sal Khan has 50 million people on a site that doesn’t sell sex.\"\u003c/p>\n\u003cp>Self-effacing (\"Any joker in his closet can reach millions of people\"), fast-talking, and pragmatic, Khan spins his big-picture views about education in the same way he describes subjects like valence electrons or mortgage-backed securities: as a bemused observer pointing out the obvious. “If Isaac Newton had made YouTube videos about gravity, I wouldn’t have to!” Khan said at a recent \u003ca href=\"http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html\">TED Talk\u003c/a>.\u003c/p>\n\u003cp>But rather than quarterbacking from the sidelines, Khan is intentionally getting in the game. Some, including Bill Gates (who's donated millions of dollars into Khan's vision), believe his free YouTube videos, the full collection of which are called \u003ca href=\"http://www.khanacademy.org/\">The Khan Academy\u003c/a>, will profoundly change what we know as classroom instruction.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage.\"\u003c/aside>\n\u003cp>In Silicon Valley, at least, it’s already in the works. What began as a series of helpful videos for his cousins is \u003ca href=\"http://lasdandkhanacademy.edublogs.org/about-our-pilot/\">being piloted\u003c/a> in the Los Altos School District in two fifth-grade and two seventh-grade math classes, and will likely expand to other grades and possibly even schools in the district next year.\u003c!--more-->\u003c/p>\n\u003cp>Here's how it works: Students watch the videos in class (all of them produced by him), take “\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamified” assessments\u003c/a> that determine whether they understand the concept, and move on to the next level when they’re ready. The teacher can monitor each student’s progress with a dashboard: the green bar shows they’re proficient, blue indicates they’re working on it, and red alerts teachers that students are stuck on a problem.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This approach seems to work for one simple reason: The fact that students can go back and replay the videos as many times as they need to understand a concept eliminates what Khan calls the “Swiss cheese” gaps in knowledge. Unlike with traditional classes, a student can’t move to the next level until he’s understood the one before it.\u003c/p>\n\u003cp>Though he’s the buzz of education circles – at two conferences in Silicon Valley where I saw him speak in the past six months, long lines of fans waited to thank him for his work-- Khan has his share of critics, too. Some educators think Khan is arrogant in believing that videos can replace the human touch in a classroom, and in the process squeeze teachers out of the equation. Others believe his focus on basic skill drills misses more important learning ideals, like critical thinking and collaboration. As an institution, education does not so easily adapt to newfangled ways. \"Entrenched systems don’t go away because Sal Khan is charming,” Klein said.\u003c/p>\n\u003cp>I spoke to Khan about these questions, and more.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you answer teachers who say your videos will replace them in the classroom?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Depending on the teacher's mentality, I think this can actually make it a lot more fun. If I was a teacher, this is exactly the type of class I’d want to teach, because for the core skills, I don’t have to prepare in a traditional sense. But I do have to prepare for projects and all that, so I have to prepare for creative things. As a teacher, when I’m in a room, I’m relying on my innate skills and teaching abilities, I haven’t scripted it ahead of time. I’m doing like a doctor would. I wouldn’t have a script about what I’m going to say to the next patient. They look at the patient’s data, they ask questions, and they try to diagnose the patient and somehow cure the patient. It’s the same exact model here.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But it’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage, that they have all the information, \"Do not question me, be quiet,\" and it's all about classroom management. It throws all that stuff out the door. But the people who are attracted to this model is exactly the type of people we want and who this will work for.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are you adding any input from teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Yes, we’ve had input on both the videos and creating the software, from teachers and students. In Los Altos, it’s a very tight design. We have our engineers in the classrooms on a regular basis. They’re talking to students and teachers. In fact, they figured out that some kids were gaming the multiple choice, and we realized we had to fix that.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Sometimes we see what teachers are doing in class, and we realize that it should be a feature in the videos or the software. For example, we've created a profile of the students for the teachers to look at. But teachers have started to use it in a different way. They're asking students to look at their profiles and come up with their own goals. And right now the kids are looking at it and writing their goals on notecards. So we thought we should automate that process and build it in.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And using that profile, Khan Academy can make suggestions too. So students can say: “These are my 20 goals for the month.” “These are my three definite goals and these are my three stretch goals” and you can look at it at the end of the week compared to where you were.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re learning a ton from the teachers themselves. And we're actually going to hire some of them. There are teachers who were laid off, some of the best teachers the district has. It was a travesty at first, then we thought, Gee, we could hire them. These teachers have been masterful with the technology and what to do with it. They weren’t afraid of the ambiguity.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher's dashboard and assessment piece working out?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been working well. A teachers has an iPad now, so she’s walking around with the students’ dashboard, which highlights who’s doing what, who needs help. Before she helps a student, she can flip to their profile, see what they’ve been working on, look at their goals, then she can talk to the student, and she intervenes. It feels like a doctor with a patient's medical history, but way more advanced because they know the history of the student going into the intervention. Also it's cool because it looks like the future.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you create an app for the teacher's dashboard?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Right now, it’s a Web interface, so anyone can use it without an iPad, but we’re building a dedicated mobile version. And that’s where most of our resources are going, hiring engineers and designers. Any teacher in the world can do this right now, and they are. If you’re a teacher, you could get all your kids an account, and you give them your I.D. and they sign you up as a coach, and they designate you as their teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Right now, it looks like 500 to 1,000 people are using this in classrooms, based on the numbers we see. They're working in groups of about 30 and it looks like they're using it as a classroom would. We don’t know for sure, but it looks like that’s what’s happening. You can do this homeschooling with two or three kids. The idea is we perfect the use in Los Altos, but anyone can use it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your plans for the Khan Academy in the near future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re definitely ramping up team to do school implementation. We're going to new schools and classrooms and school districts.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think this kind of learning is appropriate for every student?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re not saying it’s not for every student, but we're not sure. Our goal right now is, on videos and exercises, let’s as quickly as possible do a really solid first pass, use as much data as possible to iterate on it, and improve it. Then we’ll learn from the data. We know from the data that it’s much much more appropriate for a lot more people than what they’re getting now.\u003c/p>\n\u003cp>\u003cstrong>Q. Where do you think the Khan Academy fits in with the debate about high-stakes testing, core curriculum, and the need to teach students intangibles like critical thinking and collaboration? \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Our thinking is that if you take a test or a series of tests, you should be able to get your credential and you’re done. And what I love about that is it kills the monopoly on the credential, it levels the playing field on the learning side, and I think Khan Academy will be a strong contender on the learning side.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When it comes to we shouldn’t be teaching this, we should be teaching that; we should be teaching it this way or that way. I don’t disagree with some of it. For example, I think we should be teaching computer science. But I think it’s an impractical approach, or naïve approach to sit on the sidelines and complain about it.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You're still not addressing the issue of students still being assessed by the world, you know, on the SATs. And if they really do want to go to med school, regardless of your personal opinion of what’s important – and you might have a valid personal opinion – but that’s still not going to help kids go where they want to go if you refuse to teach something based on ideological grounds.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So our point of view is, go where the need is, address the need, and once the need is addressed, we’re now in a position where we can start delivering other things – things that are maybe more relevant, more useful. More projects, more computer programming and things like that.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/jurvetson/5512308575/in/photostream/\">\u003cimg class=\"size-full wp-image-11893\" title=\"salman-khan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/salman-khan.png\" alt=\"\" width=\"300\" height=\"274\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Salman Khan's library of free instructional videos has reached millions of people, and now his videos are reaching into classrooms.\u003c/figcaption>\u003c/figure>\n\u003cp>If you're curious at all about the future of education, you should know about \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Salman Khan\u003c/a>. He's the charismatic brainiac who's created more than 2,000 instructional videos about everything from \u003ca href=\"http://www.khanacademy.org/video/photosynthesis?playlist=Biology\">photosynthesis\u003c/a> to the \u003ca href=\"http://www.khanacademy.org/video/bay-of-pigs-invasion?playlist=History\">Bay of Pigs invasion\u003c/a>. As former New York City schools chancellor Joel Klein \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/thoughts-on-how-education-is-changing-or-not-before-our-eyes/\">recently noted\u003c/a>, \"Sal Khan has 50 million people on a site that doesn’t sell sex.\"\u003c/p>\n\u003cp>Self-effacing (\"Any joker in his closet can reach millions of people\"), fast-talking, and pragmatic, Khan spins his big-picture views about education in the same way he describes subjects like valence electrons or mortgage-backed securities: as a bemused observer pointing out the obvious. “If Isaac Newton had made YouTube videos about gravity, I wouldn’t have to!” Khan said at a recent \u003ca href=\"http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html\">TED Talk\u003c/a>.\u003c/p>\n\u003cp>But rather than quarterbacking from the sidelines, Khan is intentionally getting in the game. Some, including Bill Gates (who's donated millions of dollars into Khan's vision), believe his free YouTube videos, the full collection of which are called \u003ca href=\"http://www.khanacademy.org/\">The Khan Academy\u003c/a>, will profoundly change what we know as classroom instruction.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage.\"\u003c/aside>\n\u003cp>In Silicon Valley, at least, it’s already in the works. What began as a series of helpful videos for his cousins is \u003ca href=\"http://lasdandkhanacademy.edublogs.org/about-our-pilot/\">being piloted\u003c/a> in the Los Altos School District in two fifth-grade and two seventh-grade math classes, and will likely expand to other grades and possibly even schools in the district next year.\u003c!--more-->\u003c/p>\n\u003cp>Here's how it works: Students watch the videos in class (all of them produced by him), take “\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamified” assessments\u003c/a> that determine whether they understand the concept, and move on to the next level when they’re ready. The teacher can monitor each student’s progress with a dashboard: the green bar shows they’re proficient, blue indicates they’re working on it, and red alerts teachers that students are stuck on a problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This approach seems to work for one simple reason: The fact that students can go back and replay the videos as many times as they need to understand a concept eliminates what Khan calls the “Swiss cheese” gaps in knowledge. Unlike with traditional classes, a student can’t move to the next level until he’s understood the one before it.\u003c/p>\n\u003cp>Though he’s the buzz of education circles – at two conferences in Silicon Valley where I saw him speak in the past six months, long lines of fans waited to thank him for his work-- Khan has his share of critics, too. Some educators think Khan is arrogant in believing that videos can replace the human touch in a classroom, and in the process squeeze teachers out of the equation. Others believe his focus on basic skill drills misses more important learning ideals, like critical thinking and collaboration. As an institution, education does not so easily adapt to newfangled ways. \"Entrenched systems don’t go away because Sal Khan is charming,” Klein said.\u003c/p>\n\u003cp>I spoke to Khan about these questions, and more.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you answer teachers who say your videos will replace them in the classroom?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Depending on the teacher's mentality, I think this can actually make it a lot more fun. If I was a teacher, this is exactly the type of class I’d want to teach, because for the core skills, I don’t have to prepare in a traditional sense. But I do have to prepare for projects and all that, so I have to prepare for creative things. As a teacher, when I’m in a room, I’m relying on my innate skills and teaching abilities, I haven’t scripted it ahead of time. I’m doing like a doctor would. I wouldn’t have a script about what I’m going to say to the next patient. They look at the patient’s data, they ask questions, and they try to diagnose the patient and somehow cure the patient. It’s the same exact model here.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But it’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage, that they have all the information, \"Do not question me, be quiet,\" and it's all about classroom management. It throws all that stuff out the door. But the people who are attracted to this model is exactly the type of people we want and who this will work for.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are you adding any input from teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Yes, we’ve had input on both the videos and creating the software, from teachers and students. In Los Altos, it’s a very tight design. We have our engineers in the classrooms on a regular basis. They’re talking to students and teachers. In fact, they figured out that some kids were gaming the multiple choice, and we realized we had to fix that.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Sometimes we see what teachers are doing in class, and we realize that it should be a feature in the videos or the software. For example, we've created a profile of the students for the teachers to look at. But teachers have started to use it in a different way. They're asking students to look at their profiles and come up with their own goals. And right now the kids are looking at it and writing their goals on notecards. So we thought we should automate that process and build it in.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And using that profile, Khan Academy can make suggestions too. So students can say: “These are my 20 goals for the month.” “These are my three definite goals and these are my three stretch goals” and you can look at it at the end of the week compared to where you were.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re learning a ton from the teachers themselves. And we're actually going to hire some of them. There are teachers who were laid off, some of the best teachers the district has. It was a travesty at first, then we thought, Gee, we could hire them. These teachers have been masterful with the technology and what to do with it. They weren’t afraid of the ambiguity.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher's dashboard and assessment piece working out?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been working well. A teachers has an iPad now, so she’s walking around with the students’ dashboard, which highlights who’s doing what, who needs help. Before she helps a student, she can flip to their profile, see what they’ve been working on, look at their goals, then she can talk to the student, and she intervenes. It feels like a doctor with a patient's medical history, but way more advanced because they know the history of the student going into the intervention. Also it's cool because it looks like the future.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you create an app for the teacher's dashboard?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Right now, it’s a Web interface, so anyone can use it without an iPad, but we’re building a dedicated mobile version. And that’s where most of our resources are going, hiring engineers and designers. Any teacher in the world can do this right now, and they are. If you’re a teacher, you could get all your kids an account, and you give them your I.D. and they sign you up as a coach, and they designate you as their teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Right now, it looks like 500 to 1,000 people are using this in classrooms, based on the numbers we see. They're working in groups of about 30 and it looks like they're using it as a classroom would. We don’t know for sure, but it looks like that’s what’s happening. You can do this homeschooling with two or three kids. The idea is we perfect the use in Los Altos, but anyone can use it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your plans for the Khan Academy in the near future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re definitely ramping up team to do school implementation. We're going to new schools and classrooms and school districts.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think this kind of learning is appropriate for every student?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re not saying it’s not for every student, but we're not sure. Our goal right now is, on videos and exercises, let’s as quickly as possible do a really solid first pass, use as much data as possible to iterate on it, and improve it. Then we’ll learn from the data. We know from the data that it’s much much more appropriate for a lot more people than what they’re getting now.\u003c/p>\n\u003cp>\u003cstrong>Q. Where do you think the Khan Academy fits in with the debate about high-stakes testing, core curriculum, and the need to teach students intangibles like critical thinking and collaboration? \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Our thinking is that if you take a test or a series of tests, you should be able to get your credential and you’re done. And what I love about that is it kills the monopoly on the credential, it levels the playing field on the learning side, and I think Khan Academy will be a strong contender on the learning side.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When it comes to we shouldn’t be teaching this, we should be teaching that; we should be teaching it this way or that way. I don’t disagree with some of it. For example, I think we should be teaching computer science. But I think it’s an impractical approach, or naïve approach to sit on the sidelines and complain about it.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You're still not addressing the issue of students still being assessed by the world, you know, on the SATs. And if they really do want to go to med school, regardless of your personal opinion of what’s important – and you might have a valid personal opinion – but that’s still not going to help kids go where they want to go if you refuse to teach something based on ideological grounds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "ACLU Blasts Schools for Blocking Gay Teen Support Web Sites",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/7259030@N07/4447262258\">\u003cimg class=\"size-medium wp-image-11830\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4447262258_417864e845-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aclu.org/\">American Civil Liberties Union\u003c/a> announced this week that it \u003ca href=\"http://www.sacbee.com/2011/05/19/3637998/aclu-challenges-schools-net-filter.html#mi_rss=Our%20Region\">notified Oroville Union High School\u003c/a> District in Northern California that the school is \"improperly configured to block access to Web content geared toward the lesbian, gay, bisexual and transgender communities.\"\u003c/p>\n\u003cp>Oroville Union isn't the first to receive this message from the ACLU -- a number of schools in Michigan, Kansas, and Missouri received similar notification \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">in March\u003c/a>. These actions are part of the ACLU's \"\u003ca href=\"https://secure.aclu.org/site/SPageServer?pagename=DontFilterMe&JServSessionIdr004=lr1wigkbz1.app223a\">Don't Filter Me\u003c/a>\" initiative, combating what the organization sees as the illegal censorship of LGBT educational information via schools' computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The school is perfectly fine letting kids see material... that is anti-gay, but they’re blocking students from seeing supportive websites.\"\u003c/aside>\n\u003cp>In its complaints against schools, ACLU challenges that districts' Internet filters have been set up to block access to LGBT Web content. The ACLU was prompted to send the letter to the school district when Melina Zancanella, a junior at Oroville High School and president of its gay-straight alliance club, was unable to access Web sites aimed at helping curb suicide among gay teens.\u003c!--more-->\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.sacbee.com/2011/05/19/3637998/aclu-challenges-schools-net-filter.html#mi_rss=Our%20Region\">Elizabeth Gill\u003c/a>, attorney for the ACLU of Northern California, school officials are often unaware that the software provided by filtering companies can censor LGBT-related materials that are not sexually explicit. The ACLU website offers a survey on its site asking high school students about what sort of content is filtered at their schools. \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">Joshua Block\u003c/a>, an ACLU attorney who works on the LGBT and AIDS project, notes that while these filters purportedly keep kids safe, \"at the same time, they’re letting in content that’s very harmful to LGBT students, like reparative therapy and ex-gay sites, and what’s happening is that because of these viewpoints [and] discriminatory filters, the school is perfectly fine letting kids see material about homosexuality that is anti-gay, but at the same time they’re blocking the students from seeing supportive websites.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the recent \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">Speak Up 2010 survey\u003c/a>, students listed Web filtering as one of the major barriers to their technology usage at school. Students complain that they aren't able to access the information they need online in order to complete their assignments because important websites are blocked at school.\u003c/p>\n\u003cp>Although the \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">Children's Internet Protection Act\u003c/a> (CIPA) does mandate that schools and libraries have some sort of filter to protect students from images that are obscene, pornographic, or harmful to minors, many school districts go beyond those guidelines and employ filters that block a variety of content. Indeed, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">some teachers wonder why\u003c/a> certain sites, like \u003ca href=\"http://www.youtube.com\">YouTube\u003c/a>, \u003ca href=\"http://www.dropbox.com\">Dropbox\u003c/a>, and \u003ca href=\"http://www.nationalgeographic.com\">National Geographic\u003c/a> are blocked by Internet filters. Although schools do need to formulate an Internet safety policy and decide what content to filter, broad filters and \"brute force technologies\" are not the best policy, as Department of Education’s Director of Education Technology, Karen Cator \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">explained\u003c/a> about the schools' responsibilities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ACLU's Block told \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/3/?\">eSchoolNews\u003c/a> that the problem is easy to fix: adjust the filters. That may be easier said than done. The Oroville High School District has not yet commented on the ACLU's demands that it do just that.\u003c/p>\n\n",
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"description": "The American Civil Liberties Union announced this week that it notified Oroville Union High School District in Northern California that the school is "improperly configured to block access to Web content geared toward the lesbian, gay, bisexual and transgender communities." Oroville Union isn't the first to receive this message from the ACLU -- a number",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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},
"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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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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