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"content": "\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Video Game Theatre Sparks New Life into the Classics",
"title": "How Video Game Theatre Sparks New Life into the Classics",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The classics may seem like an endangered species in K-12 curriculums as they become increasingly incompatible with a wired generation accustomed to novelty, online interaction and instant gratification. Teens who now spend up to \u003ca href=\"https://www.commonsensemedia.org/about-us/news/press-releases/landmark-report-us-teens-use-an-average-of-nine-hours-of-media-per-day\">nine hours a day\u003c/a> consuming digital media prize all things “epic,” except an epic itself.\u003c/p>\n\u003cp>Who has time for Homer and Virgil’s dusty old words when the siren song of notifications beckon? A modern tragedy? Drama teacher and theater director Eddie Kim proves that it doesn’t have to be an either/or proposition. Kim and his students at the Pierrepont School in Connecticut marry the classical past and the digital now with mesmerizing performances that combine traditional literature, experimental theater and video games. Welcome to the world of \u003ca href=\"http://www.ektheater.com/#/grand-theft-ovid-2/\">\u003cem>Grand Theft Ovid\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Kim knew he was onto something when a noisy and restless high school audience was reduced to rapt silence by his company’s performance of the myth of Niobe from Ovid’s \u003cem>Metamorphoses\u003c/em>. The tragic tale of a mother whose children are murdered by vengeful gods is certainly Netflix-worthy material, but what really struck a chord with the students was that it was staged on \u003cem>Halo: Reach\u003c/em>, part of the blockbuster sci-fi video game franchise.\u003c/p>\n\u003cp>Students narrate dialogue from classic works to scenes of video games as avatars move through the action. The director decides which game scene will project on the main screen.\u003c/p>\n\u003cp>Although the action takes place on a large screen, the flesh and blood performers and technical crew are also part of the show. Digital puppeteers, voice actors and technicians sit below the screen in a highly visible row of glowing computer terminals and game consoles, speaking lines, moving characters and managing the sounds and transitions. Kim’s decision to keep the performers and their computers exposed to the audience is a deliberate nod to traditional Japanese Bunraku puppetry and the writings of Bertolt Brecht.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Experiencing a classical myth expressed as a video game resonated with the youthful audience, underscoring the value of articulating the past in a relevant and contemporary format, according to Kim. “[Students] did not seem interested in us, in what we were doing, or in Ovid,\" he said. As the story unfolded, the audience became more interested. \"The mood changed dramatically.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Obh5IMU6euY\u003c/p>\n\u003cp>Kim and his students formed the \u003ca href=\"http://www.ektheater.com/\">EK Theater\u003c/a> company, whose tagline compactly sums their vision: \u003cem>retelling classical stories through video games\u003c/em>. Although based out of a school, EK Theater operates like a professional company. Kim and his students build the productions from the ground up, tour and perform in venues like the \u003ca href=\"http://bricktheater.com/\">Brick Theater\u003c/a> in Brooklyn and Harvard’s \u003ca href=\"http://americanrepertorytheater.org/\">American Repertory Theater (ART)\u003c/a>. The company’s eclectic repertoire includes Poe’s \u003cem>The Tell-Tale Heart\u003c/em>, Shakespeare’s \u003cem>Romeo and Juliet\u003c/em>, an ancient Arabic fairytale and stories from Livy’s \u003cem>Ab Urbe Condita\u003c/em>, which depicts the mythical founding of Rome. Middle and high school students in the company must meet the technical, artistic and logistical demands of a seasoned theater crowd. “My experiences taught me that you actually can take an idea, make it real and see people respond to it, ” said Connor Sedlacek, an alumnus of Kim’s troupe and the Pierrepont School, who now studies Classics at NYU Gallatin School of Individualized Studies and produces his own video game theater productions. He said the production helps underscore the importance of including hands-on, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\">experiential learning opportunities\u003c/a> in schools.\u003c/p>\n\u003cp>The shows are praised for their fidelity to the classical source texts, which is in part a credit to the students who translated many of the works from the original Latin. “For \u003cem>Grand Theft Ovid 2\u003c/em>, some Pierrepont students and I worked as a committee to produce our own Latin-to-English translation of the relevant parts of \u003cem>The Metamorphoses\u003c/em>,” remembers Sedlacek. “Translating by committee is actually a very effective method, but things did get very heated about certain word-choices. Making a translation intended for an audience is very different from making one for your Latin class: you become a lot more invested in your choices, because you really want it to interest people.”\u003c/p>\n\u003cp>“Where adults might see our work as being innovative and technical, kids see it quite differently,” Kim said. “They see it as being an accessible art form. They have their own stories to tell, and they can see themselves doing what we do.”\u003c/p>\n\u003cp>Part theater, part machinima, part puppet show, Kim first conceived the hybrid art form in 2007 for The Tiny Theater Festival, where participants were restricted to perform 10-minute segments in 6-foot cubes. “It was while trying to figure out how I could present a piece in such a small space that the idea of using video games first occurred to me,” says Kim. “By projecting the MMORPG [massive multiplayer online role-playing game], \u003cem>World of Warcraft\u003c/em>, to a screen mounted at the back of the cube, I could present an entire world for the audience.” He enlisted two students to help him and successfully produced W.B. Yeats’ \u003cem>Cathleen ni Houlihan\u003c/em> on the ultra-popular online game. And in that 6-foot cube, a new art form was born.\u003c/p>\n\u003cp>Harvard University comparative literature professor David Damrosch believes that new media, like video games, are the “new material conditions” by which stories are being told, and warrant the same degree of serious critical consideration as their print-based predecessors. “The study of classic literary texts is [not] fated to whither away,” writes Damrosch in \u003cem>Geopoetics: World Literature and the Global Mediascape\u003c/em>. “Literary studies can thrive in the newly expansive media environment, bringing new audiences to our favorite authors.” Rather than resist or compete with new media, Kim’s approach reconciles past and present. It’s worth remembering that many of the stories from antiquity were originally transmitted orally, and were only later committed to the new technology of writing. Similarly, these enduring narratives can now be communicated through video games, a central (perhaps \u003cem>the\u003c/em> central) source of storytelling in contemporary culture.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=sYmTTOVBWLQ\u003c/p>\n\u003cp>Despite his devotion to the classics, Sedlacek emphasizes the importance in letting them find new forms. “I don’t think it helps to act as if the classics occupy a sacred space isolated from the rest of culture. It’s better to allow these texts to be played with, to put them into conversation with the other media that make up our world.” He describes video game puppetry as a “postmodern mashup of old and new, high and low. Video games lend flair and fun, the stories lend wisdom and gravity. Together, they give the audience a chance to appreciate both for the unique feelings and thoughts they can evoke in us.”\u003c/p>\n\u003cp>But what is lost? Is acting by means of an avatar really acting? Does a repurposed video game lend the same gravity as a traditional stage performance? Sedlacek sees it as a series of trade-offs. “When we do theater in the game, we are acting in the same way that flesh-and-blood thespians do. We gesture, we pause dramatically, we try to elicit a response using our digital bodies. Each game offers its own possibilities for representation, possibilities that are very different from that which reality offers us.”\u003c/p>\n\u003cp>In the epilogue of his bestselling \u003cem>The Game Believes in You\u003c/em>, USA Today reporter Greg Toppo also attests to the power of this type of hybrid performance. He praises \u003cem>The Surface: The World Above\u003c/em>, a Mozart inspired opera produced entirely on \u003cem>Minecraf\u003c/em>t, the popular world building video game. Toppo was moved by the piece and described this fusion of high art and video games as “the most promising application of games and learning that I’ve seen.”\u003c/p>\n\u003cp>Kim’s work is a model of how educators can creatively blend the traditional and progressive, past and future, digital and analog to produce a meaningful and persistent learning experience. Most importantly, this type of synthesis empowers students to articulate their condition by leveraging their passions and interests. As Toppo notes, it is critical for teachers to understand the real world their students live in, and bring that world to the classroom. “This is cutting-edge technology applied to something totally new and strange and beautiful,” writes Toppo. “It offers kids a chance to create something no one has ever seen, something keyed to their passions but with an eye towards broadening them. They start with one foot in a familiar world and end up somewhere new and different.”\u003c/p>\n\u003cp>More on EK Theater by Ars Technica:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=O-svKi7k0EU\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The classics may seem like an endangered species in K-12 curriculums as they become increasingly incompatible with a wired generation accustomed to novelty, online interaction and instant gratification. Teens who now spend up to \u003ca href=\"https://www.commonsensemedia.org/about-us/news/press-releases/landmark-report-us-teens-use-an-average-of-nine-hours-of-media-per-day\">nine hours a day\u003c/a> consuming digital media prize all things “epic,” except an epic itself.\u003c/p>\n\u003cp>Who has time for Homer and Virgil’s dusty old words when the siren song of notifications beckon? A modern tragedy? Drama teacher and theater director Eddie Kim proves that it doesn’t have to be an either/or proposition. Kim and his students at the Pierrepont School in Connecticut marry the classical past and the digital now with mesmerizing performances that combine traditional literature, experimental theater and video games. Welcome to the world of \u003ca href=\"http://www.ektheater.com/#/grand-theft-ovid-2/\">\u003cem>Grand Theft Ovid\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Kim knew he was onto something when a noisy and restless high school audience was reduced to rapt silence by his company’s performance of the myth of Niobe from Ovid’s \u003cem>Metamorphoses\u003c/em>. The tragic tale of a mother whose children are murdered by vengeful gods is certainly Netflix-worthy material, but what really struck a chord with the students was that it was staged on \u003cem>Halo: Reach\u003c/em>, part of the blockbuster sci-fi video game franchise.\u003c/p>\n\u003cp>Students narrate dialogue from classic works to scenes of video games as avatars move through the action. The director decides which game scene will project on the main screen.\u003c/p>\n\u003cp>Although the action takes place on a large screen, the flesh and blood performers and technical crew are also part of the show. Digital puppeteers, voice actors and technicians sit below the screen in a highly visible row of glowing computer terminals and game consoles, speaking lines, moving characters and managing the sounds and transitions. Kim’s decision to keep the performers and their computers exposed to the audience is a deliberate nod to traditional Japanese Bunraku puppetry and the writings of Bertolt Brecht.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Experiencing a classical myth expressed as a video game resonated with the youthful audience, underscoring the value of articulating the past in a relevant and contemporary format, according to Kim. “[Students] did not seem interested in us, in what we were doing, or in Ovid,\" he said. As the story unfolded, the audience became more interested. \"The mood changed dramatically.”\u003c/p>\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/Obh5IMU6euY'\n title='//www.youtube.com/embed/Obh5IMU6euY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Kim and his students formed the \u003ca href=\"http://www.ektheater.com/\">EK Theater\u003c/a> company, whose tagline compactly sums their vision: \u003cem>retelling classical stories through video games\u003c/em>. Although based out of a school, EK Theater operates like a professional company. Kim and his students build the productions from the ground up, tour and perform in venues like the \u003ca href=\"http://bricktheater.com/\">Brick Theater\u003c/a> in Brooklyn and Harvard’s \u003ca href=\"http://americanrepertorytheater.org/\">American Repertory Theater (ART)\u003c/a>. The company’s eclectic repertoire includes Poe’s \u003cem>The Tell-Tale Heart\u003c/em>, Shakespeare’s \u003cem>Romeo and Juliet\u003c/em>, an ancient Arabic fairytale and stories from Livy’s \u003cem>Ab Urbe Condita\u003c/em>, which depicts the mythical founding of Rome. Middle and high school students in the company must meet the technical, artistic and logistical demands of a seasoned theater crowd. “My experiences taught me that you actually can take an idea, make it real and see people respond to it, ” said Connor Sedlacek, an alumnus of Kim’s troupe and the Pierrepont School, who now studies Classics at NYU Gallatin School of Individualized Studies and produces his own video game theater productions. He said the production helps underscore the importance of including hands-on, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/07/the-value-of-interships-a-dose-of-the-real-world-in-high-school/\">experiential learning opportunities\u003c/a> in schools.\u003c/p>\n\u003cp>The shows are praised for their fidelity to the classical source texts, which is in part a credit to the students who translated many of the works from the original Latin. “For \u003cem>Grand Theft Ovid 2\u003c/em>, some Pierrepont students and I worked as a committee to produce our own Latin-to-English translation of the relevant parts of \u003cem>The Metamorphoses\u003c/em>,” remembers Sedlacek. “Translating by committee is actually a very effective method, but things did get very heated about certain word-choices. Making a translation intended for an audience is very different from making one for your Latin class: you become a lot more invested in your choices, because you really want it to interest people.”\u003c/p>\n\u003cp>“Where adults might see our work as being innovative and technical, kids see it quite differently,” Kim said. “They see it as being an accessible art form. They have their own stories to tell, and they can see themselves doing what we do.”\u003c/p>\n\u003cp>Part theater, part machinima, part puppet show, Kim first conceived the hybrid art form in 2007 for The Tiny Theater Festival, where participants were restricted to perform 10-minute segments in 6-foot cubes. “It was while trying to figure out how I could present a piece in such a small space that the idea of using video games first occurred to me,” says Kim. “By projecting the MMORPG [massive multiplayer online role-playing game], \u003cem>World of Warcraft\u003c/em>, to a screen mounted at the back of the cube, I could present an entire world for the audience.” He enlisted two students to help him and successfully produced W.B. Yeats’ \u003cem>Cathleen ni Houlihan\u003c/em> on the ultra-popular online game. And in that 6-foot cube, a new art form was born.\u003c/p>\n\u003cp>Harvard University comparative literature professor David Damrosch believes that new media, like video games, are the “new material conditions” by which stories are being told, and warrant the same degree of serious critical consideration as their print-based predecessors. “The study of classic literary texts is [not] fated to whither away,” writes Damrosch in \u003cem>Geopoetics: World Literature and the Global Mediascape\u003c/em>. “Literary studies can thrive in the newly expansive media environment, bringing new audiences to our favorite authors.” Rather than resist or compete with new media, Kim’s approach reconciles past and present. It’s worth remembering that many of the stories from antiquity were originally transmitted orally, and were only later committed to the new technology of writing. Similarly, these enduring narratives can now be communicated through video games, a central (perhaps \u003cem>the\u003c/em> central) source of storytelling in contemporary culture.\u003c/p>\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/sYmTTOVBWLQ'\n title='//www.youtube.com/embed/sYmTTOVBWLQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Despite his devotion to the classics, Sedlacek emphasizes the importance in letting them find new forms. “I don’t think it helps to act as if the classics occupy a sacred space isolated from the rest of culture. It’s better to allow these texts to be played with, to put them into conversation with the other media that make up our world.” He describes video game puppetry as a “postmodern mashup of old and new, high and low. Video games lend flair and fun, the stories lend wisdom and gravity. Together, they give the audience a chance to appreciate both for the unique feelings and thoughts they can evoke in us.”\u003c/p>\n\u003cp>But what is lost? Is acting by means of an avatar really acting? Does a repurposed video game lend the same gravity as a traditional stage performance? Sedlacek sees it as a series of trade-offs. “When we do theater in the game, we are acting in the same way that flesh-and-blood thespians do. We gesture, we pause dramatically, we try to elicit a response using our digital bodies. Each game offers its own possibilities for representation, possibilities that are very different from that which reality offers us.”\u003c/p>\n\u003cp>In the epilogue of his bestselling \u003cem>The Game Believes in You\u003c/em>, USA Today reporter Greg Toppo also attests to the power of this type of hybrid performance. He praises \u003cem>The Surface: The World Above\u003c/em>, a Mozart inspired opera produced entirely on \u003cem>Minecraf\u003c/em>t, the popular world building video game. Toppo was moved by the piece and described this fusion of high art and video games as “the most promising application of games and learning that I’ve seen.”\u003c/p>\n\u003cp>Kim’s work is a model of how educators can creatively blend the traditional and progressive, past and future, digital and analog to produce a meaningful and persistent learning experience. Most importantly, this type of synthesis empowers students to articulate their condition by leveraging their passions and interests. As Toppo notes, it is critical for teachers to understand the real world their students live in, and bring that world to the classroom. “This is cutting-edge technology applied to something totally new and strange and beautiful,” writes Toppo. “It offers kids a chance to create something no one has ever seen, something keyed to their passions but with an eye towards broadening them. They start with one foot in a familiar world and end up somewhere new and different.”\u003c/p>\n\u003cp>More on EK Theater by Ars Technica:\u003c/p>\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/O-svKi7k0EU'\n title='//www.youtube.com/embed/O-svKi7k0EU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Navigating the 'Wild West' of Digital Collections in Schools",
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"content": "\u003cp>School libraries are no longer simply quiet places for students to study or check out printed materials. Many have transformed themselves into \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\">vibrant hubs\u003c/a> of school life, boasting makerspaces, computer access, collaborative work areas, quiet zones, and many more ways for students to access information. Students are now using a variety of devices to do schoolwork and access textbooks or other class materials. To help meet their needs, librarians are scrambling to curate effective digital collections accessible through a variety of devices, but it’s a complicated and often expensive task.\u003c/p>\n\u003cp>“Every outgoing senior class is vastly different from every incoming freshman class,” said New Canaan High School librarian \u003ca href=\"http://mluhtala.blogspot.com/\">Michelle Luhtala\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “When we look at our collections, are we ready for that shift? Every year is a different cohort.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is still the Wild West. Things are changing before our very eyes.'\u003c/aside>\n\u003cp>Shifts in student population and usage patterns, in addition to a quickly changing media landscape, make the school librarian’s job difficult (if the school even has a librarian). While the e-book market is growing, it’s not yet clear how it will play out in schools where educators have diverse needs for books. Some e-books can only be licensed for a limited amount of time to schools, which might be a good thing if schools are constantly changing curriculum, but also means the school doesn’t own the book outright.\u003c/p>\n\u003cp>“It is still the Wild West,” Luhtala said. “Things are changing before our very eyes. That’s exciting and fascinating, but it requires a lot of attention and knowledge and it can be confusing.” In the past, Luhtala might have ordered seven print copies of a new book, now she’s ordering four print books, two e-books and an audiobook to offer various avenues for students. But it might cost $200 extra for that diversity of formats.\u003c/p>\n\u003cp>“My administrators have no idea that we don’t pay the same for an ebook as they do on Amazon,” Luhtala said. A book that costs a consumer $39 might cost a school $150, in part because if the school will own the ebook in perpetuity, many more people will read it than one consumer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And school librarians aren’t just stocking library catalogues, they’re also ordering books for courses and supporting teachers with resources. Increasingly digital access to books is part of classroom instruction. At New Canaan, students read \u003ca href=\"http://www.goodreads.com/book/show/475.Collapse\">\u003cem>Collapse: How Societies Choose to Fail or Succeed\u003c/em> \u003c/a>by Jared Diamond every year at the same time. That’s difficult for Luhtala because that particular e-book title used to only be accessible under a year-long license, even though her students are only using it for a few weeks. That money has to be spent again the following year.\u003c/p>\n\u003cp>[ted id=365]\u003c/p>\n\u003cp>\u003cstrong>DIGITAL COLLECTION CHANGES\u003c/strong>\u003c/p>\n\u003cp>The many ways schools use titles make it difficult for publishers to figure out pricing. Plus, they’re concerned about losing control over the intellectual property they’ve worked hard to create.\u003c/p>\n\u003cp>“One of the great moves that we’re seeing is that some publishers are realizing that for the same title they need to offer single user, multi user and limited licensing,” said Randal Heise, co-owner of \u003ca href=\"https://www.mackin.com/corp/\">Mackin Educational Resources\u003c/a>. Heise’s company aggregates digital content on a platform that schools use for easy access. His company is a middleman between the needs of educators and the business interests of publishers. They worked with publishers to offer an ebook sale, for example.\u003c/p>\n\u003cp>“The biggest fear, and the reason the publishers didn't just jump into the ebook world, is the infrastructure wasn’t there,” Heise said. “They’ve come into this world begrudgingly.” That’s why their recognition how schools use books -- and the necessity of various forms of licensing -- is a step in the right direction.\u003c/p>\n\u003cp>Another possible new development that hasn’t fully been fleshed out is the “classroom license,” which would give access to a book for six to nine months, during the school year. “The classroom license is really an exciting possibility,” Heise said, although he acknowledged that right now there are a lot issues with how to keep track of such licenses.\u003c/p>\n\u003cp>“If you could buy access to material for three months that you could use with your students for four-to-five dollars per student, those are some economies of scale,” Heise said. “I think it’s going to take some time for people to wrap their heads around it on both sides of the industry.”\u003c/p>\n\u003cp>This shifting landscape might lead educators to disavow digital collections completely and stick to paper books. But Luhtala doesn’t think it’s fair to give students only one way into the library’s collection. Worse, she worries it might turn them off if they can’t access their reading in ways that are most natural to them.\u003c/p>\n\u003cp>“We really want the kids to have as many avenues as possible to the collection and have the most seamless entry,” Luhtala said. “They should be able to be instructed about all of those options and have the ability to make that choice.”\u003c/p>\n\u003cp>Many librarians see the digital collection as an inevitability and are working to make publishers aware of their needs. A new advocacy organization called \u003ca href=\"http://www.mackintysl.com/\">Transform Your School Library\u003c/a> has even begun serving as an intermediary between educators and publishers. Heise helped start the organization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Tell us what you want,” Heise said. “Tell us where you’re going. Tell us what’s not working for you. The whole industry gets better when we get better. We’re sort of the little engine that could.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School libraries are no longer simply quiet places for students to study or check out printed materials. Many have transformed themselves into \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/18/what-does-the-next-generation-school-library-look-like/\">vibrant hubs\u003c/a> of school life, boasting makerspaces, computer access, collaborative work areas, quiet zones, and many more ways for students to access information. Students are now using a variety of devices to do schoolwork and access textbooks or other class materials. To help meet their needs, librarians are scrambling to curate effective digital collections accessible through a variety of devices, but it’s a complicated and often expensive task.\u003c/p>\n\u003cp>“Every outgoing senior class is vastly different from every incoming freshman class,” said New Canaan High School librarian \u003ca href=\"http://mluhtala.blogspot.com/\">Michelle Luhtala\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “When we look at our collections, are we ready for that shift? Every year is a different cohort.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is still the Wild West. Things are changing before our very eyes.'\u003c/aside>\n\u003cp>Shifts in student population and usage patterns, in addition to a quickly changing media landscape, make the school librarian’s job difficult (if the school even has a librarian). While the e-book market is growing, it’s not yet clear how it will play out in schools where educators have diverse needs for books. Some e-books can only be licensed for a limited amount of time to schools, which might be a good thing if schools are constantly changing curriculum, but also means the school doesn’t own the book outright.\u003c/p>\n\u003cp>“It is still the Wild West,” Luhtala said. “Things are changing before our very eyes. That’s exciting and fascinating, but it requires a lot of attention and knowledge and it can be confusing.” In the past, Luhtala might have ordered seven print copies of a new book, now she’s ordering four print books, two e-books and an audiobook to offer various avenues for students. But it might cost $200 extra for that diversity of formats.\u003c/p>\n\u003cp>“My administrators have no idea that we don’t pay the same for an ebook as they do on Amazon,” Luhtala said. A book that costs a consumer $39 might cost a school $150, in part because if the school will own the ebook in perpetuity, many more people will read it than one consumer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And school librarians aren’t just stocking library catalogues, they’re also ordering books for courses and supporting teachers with resources. Increasingly digital access to books is part of classroom instruction. At New Canaan, students read \u003ca href=\"http://www.goodreads.com/book/show/475.Collapse\">\u003cem>Collapse: How Societies Choose to Fail or Succeed\u003c/em> \u003c/a>by Jared Diamond every year at the same time. That’s difficult for Luhtala because that particular e-book title used to only be accessible under a year-long license, even though her students are only using it for a few weeks. That money has to be spent again the following year.\u003c/p>\n\u003cp>[ted id=365]\u003c/p>\n\u003cp>\u003cstrong>DIGITAL COLLECTION CHANGES\u003c/strong>\u003c/p>\n\u003cp>The many ways schools use titles make it difficult for publishers to figure out pricing. Plus, they’re concerned about losing control over the intellectual property they’ve worked hard to create.\u003c/p>\n\u003cp>“One of the great moves that we’re seeing is that some publishers are realizing that for the same title they need to offer single user, multi user and limited licensing,” said Randal Heise, co-owner of \u003ca href=\"https://www.mackin.com/corp/\">Mackin Educational Resources\u003c/a>. Heise’s company aggregates digital content on a platform that schools use for easy access. His company is a middleman between the needs of educators and the business interests of publishers. They worked with publishers to offer an ebook sale, for example.\u003c/p>\n\u003cp>“The biggest fear, and the reason the publishers didn't just jump into the ebook world, is the infrastructure wasn’t there,” Heise said. “They’ve come into this world begrudgingly.” That’s why their recognition how schools use books -- and the necessity of various forms of licensing -- is a step in the right direction.\u003c/p>\n\u003cp>Another possible new development that hasn’t fully been fleshed out is the “classroom license,” which would give access to a book for six to nine months, during the school year. “The classroom license is really an exciting possibility,” Heise said, although he acknowledged that right now there are a lot issues with how to keep track of such licenses.\u003c/p>\n\u003cp>“If you could buy access to material for three months that you could use with your students for four-to-five dollars per student, those are some economies of scale,” Heise said. “I think it’s going to take some time for people to wrap their heads around it on both sides of the industry.”\u003c/p>\n\u003cp>This shifting landscape might lead educators to disavow digital collections completely and stick to paper books. But Luhtala doesn’t think it’s fair to give students only one way into the library’s collection. Worse, she worries it might turn them off if they can’t access their reading in ways that are most natural to them.\u003c/p>\n\u003cp>“We really want the kids to have as many avenues as possible to the collection and have the most seamless entry,” Luhtala said. “They should be able to be instructed about all of those options and have the ability to make that choice.”\u003c/p>\n\u003cp>Many librarians see the digital collection as an inevitability and are working to make publishers aware of their needs. A new advocacy organization called \u003ca href=\"http://www.mackintysl.com/\">Transform Your School Library\u003c/a> has even begun serving as an intermediary between educators and publishers. Heise helped start the organization.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Tell us what you want,” Heise said. “Tell us where you’re going. Tell us what’s not working for you. The whole industry gets better when we get better. We’re sort of the little engine that could.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>There are lots of ways to stretch student thinking and get them talking to each other about ideas. One fun way is through riddles that require inductive reasoning, critical thinking and hopefully some good collaboration around student ideas. The three brain teasers below created by \u003ca href=\"http://ed.ted.com/\" target=\"_blank\">TED-Ed\u003c/a> have fun visuals and include an explanation at the end. All the videos also include lesson plan ideas to deepen the conversation and start discussion.\u003c/p>\n\u003cp>In this first video about \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-prisoner-hat-riddle-alex-gendler#watch\" target=\"_blank\">prisoners' hats\u003c/a> the problem set-up ends at 1:35, so stop the video there if you want kids to work on the problem before learning how to solve it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/N5vJSNXPEwA?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>In this \u003ca href=\"http://ed.ted.com/lessons/can-you-solve-the-bridge-riddle-alex-gendler\" target=\"_blank\">zombie bridge problem\u003c/a> the set-up ends at 2:00.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/7yDmGnA8Hw0?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The riddle of the \u003ca href=\"http://ed.ted.com/lessons/the-famously-difficult-green-eyed-logic-puzzle-alex-gendler\" target=\"_blank\">100 green-eyed logicians\u003c/a> ends at 1:53.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/98TQv5IAtY8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don't miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cp>As technology becomes an accepted tool in many classrooms, teachers and administrators are looking for the best ed-tech tools to advance their goals around student learning. Unfortunately, there are so many tools on the market claiming to be the best option, it can be hard to sort through the noise and make an informed decision.\u003c/p>\n\u003cp>\u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, the congressionally authorized nonprofit charged with \"accelerating innovation in education to improve opportunities to learn,\" has \u003ca href=\"http://researchmap.digitalpromise.org/views/network/\" target=\"_blank\">developed a tool\u003c/a> to help educators and ed-tech developers sort through relevant research.\u003c/p>\n\u003cp>“There is more and more pressure for people to use research in their work,\" said Sarita Bhargava, chief communications officer for Digital Promise. \"We hope this tool will provide the first step.\"\u003c/p>\n\u003cp>The Digital Promise research team used \u003ca href=\"https://login.webofknowledge.com/error/Error?PathInfo=%2F&Alias=WOK5&Domain=.webofknowledge.com&Src=IP&RouterURL=https%3A%2F%2Fwww.webofknowledge.com%2F&Error=IPError\" target=\"_blank\">Web of Science\u003c/a>, a tool that allows users to search by citation, to put together a network of peer-reviewed research articles related to education. They've organized the research into 12 broad topics that include subjects like student motivation, teaching reading, and special education practices.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/qX6tvMdkHL0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation. There are also lists of other research on each of those topic pages and links to blogs or other resources (full disclosure: \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\" target=\"_blank\">MindShift's Guide to Digital Games and Learning\u003c/a> is one of these resource links on the Multimodal topic page and a MindShift blog post is the featured article on that page).\u003c/p>\n\u003cp>The research is also organized into two forms of data visualization that allow users to see how research about one topic might overlap with another and how often. The \"network view\" is meant for exploration and is more interactive, whereas the \"chord view\" helps show the gaps in research.\u003c/p>\n\u003cp>\"It can also spark discussion about which topics in learning science are being studied and where the gaps are,\" said Digital Promise research director Aubrey Francisco. She says the hope is that with this tool, education research will be more easily available to educators who will start demanding evidence-based tools from the ed-tech providers with whom they work.\u003c/p>\n\u003cp>\"We are definitely trying to encourage more use of research in the design of products,\" Francisco said. Too often, ed-tech companies begin making a product without first examining the research available in the space. They may also make claims about the learning gains their products will help achieve without conducting rigorous tests to see if the claims are true.\u003c/p>\n\u003cp>The Digital Promise network is built on research from the last 10 years and cites more than 183 peer-reviewed journals. Because it is based on a web of citations, there are also links to more seminal education works that may be older than the last 10 years. Unfortunately, about half the papers are still behind journal paywalls, but many others are on Google Scholar or have been turned into PDFs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Francisco and Bhargava said a long-term goal of this project is to increase the public's comfort with and knowledge of research when making decisions. Digital Promise has created a \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/04/DP_EvaluatingTheResults.pdf\" target=\"_blank\">check list\u003c/a> to help school administrators walk through some important questions as they examine research that has been presented to them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation. There are also lists of other research on each of those topic pages and links to blogs or other resources (full disclosure: \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\" target=\"_blank\">MindShift's Guide to Digital Games and Learning\u003c/a> is one of these resource links on the Multimodal topic page and a MindShift blog post is the featured article on that page).\u003c/p>\n\u003cp>The research is also organized into two forms of data visualization that allow users to see how research about one topic might overlap with another and how often. The \"network view\" is meant for exploration and is more interactive, whereas the \"chord view\" helps show the gaps in research.\u003c/p>\n\u003cp>\"It can also spark discussion about which topics in learning science are being studied and where the gaps are,\" said Digital Promise research director Aubrey Francisco. She says the hope is that with this tool, education research will be more easily available to educators who will start demanding evidence-based tools from the ed-tech providers with whom they work.\u003c/p>\n\u003cp>\"We are definitely trying to encourage more use of research in the design of products,\" Francisco said. Too often, ed-tech companies begin making a product without first examining the research available in the space. They may also make claims about the learning gains their products will help achieve without conducting rigorous tests to see if the claims are true.\u003c/p>\n\u003cp>The Digital Promise network is built on research from the last 10 years and cites more than 183 peer-reviewed journals. Because it is based on a web of citations, there are also links to more seminal education works that may be older than the last 10 years. Unfortunately, about half the papers are still behind journal paywalls, but many others are on Google Scholar or have been turned into PDFs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Francisco and Bhargava said a long-term goal of this project is to increase the public's comfort with and knowledge of research when making decisions. Digital Promise has created a \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/04/DP_EvaluatingTheResults.pdf\" target=\"_blank\">check list\u003c/a> to help school administrators walk through some important questions as they examine research that has been presented to them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Erin Wilkey Oh, \u003ca href=\"https://www.commonsensemedia.org/educators\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Integrating the arts into your core-subject classroom might seem like a wish-list item you'll never have time to implement. What does it even mean? What does it look like? And what resources can make it easier to accomplish?\u003c/p>\n\u003cp>While arts integration can take a lot of planning and preparation, a good starting place might be to simply think of it in two buckets:\u003c/p>\n\u003cp>1) giving students opportunities to make deep connections to the content through their own creative projects\u003c/p>\n\u003cp>2) giving students opportunities to see how others have used artistic expression to make sense of the learning topics at hand.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Within this simple framework, you can then seek out student-friendly resources to help you accomplish one or both of these goals.\u003c/p>\n\u003cp>The four free websites here serve up a mix of compelling arts-related content as well as prompts and tools for students to explore their own creative expression.\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/artsedge\">ArtsEdge\u003c/a>\u003cbr>\nArtsEdge is an impressive cross-curricular resource that helps teachers and students connect the arts and other subjects in meaningful ways. The vast database of lessons gives teachers of science, geography, math, and more immense resources to bring arts into the content classroom.\u003c/p>\n\u003cp>https://vimeo.com/129228409\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/generator\">Generator\u003c/a>\u003cbr>\nThis free Australia-based resource gives budding filmmakers the training and tools to make their own short films. Through inspirational videos, step-by-step process guides, and the outstanding Storyboard Generator, where kids can create and save a detailed storyboard, kids will get a full understanding of what it takes to make a movie.\u003c/p>\n\u003cp>\u003ca href=\"http://generator.acmi.net.au/storyboard\">\u003cimg class=\"alignnone size-full wp-image-45007\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Storyboard-Generator.png\" alt=\"Storyboard Generator\" width=\"964\" height=\"554\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator.png 964w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-400x230.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-800x460.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-768x441.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-960x552.png 960w\" sizes=\"(max-width: 964px) 100vw, 964px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/the-knotted-line\">The Knotted Line\u003c/a>\u003cbr>\nThis artistic time line offers an unconventional approach to learning history. Paintings, videos, audio, charts, and text encourage students to think about the complex issue of freedom in America and how it relates to the imprisonment of various groups throughout history. The Knotted Line also could serve as a model for a culminating student project.\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/make-beliefs-comix\">Make Beliefs Comix\u003c/a>\u003cbr>\nMake Beliefs Comix is a versatile comic-creation tool, terrific for promoting creativity and storytelling in ELA, ELL, social studies, and other content-area classrooms. Educators will find numerous resources, including lesson plans with instruction ideas, writing-prompt suggestions for students, and advice on using the site with students with autism, hearing issues, and other special needs.\u003c/p>\n\u003cp>\u003ca href=\"http://www.makebeliefscomix.com/Diagram/\">\u003cimg class=\"alignnone size-full wp-image-45010\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Make-Beliefs.png\" alt=\"Make Beliefs\" width=\"798\" height=\"501\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs.png 798w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-400x251.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-768x482.png 768w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://@erinwilkey\">Erin Wilkey Oh\u003c/a> is Executive Editor of Education at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common\u003c/em> Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> This post first appeared in \u003ca href=\"https://thejournal.com/articles/2016/02/09/integrate-arts-in-the-classroom-with-these-4-free-tools.aspx\">THE Journal\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Within this simple framework, you can then seek out student-friendly resources to help you accomplish one or both of these goals.\u003c/p>\n\u003cp>The four free websites here serve up a mix of compelling arts-related content as well as prompts and tools for students to explore their own creative expression.\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/artsedge\">ArtsEdge\u003c/a>\u003cbr>\nArtsEdge is an impressive cross-curricular resource that helps teachers and students connect the arts and other subjects in meaningful ways. The vast database of lessons gives teachers of science, geography, math, and more immense resources to bring arts into the content classroom.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.graphite.org/website/generator\">Generator\u003c/a>\u003cbr>\nThis free Australia-based resource gives budding filmmakers the training and tools to make their own short films. Through inspirational videos, step-by-step process guides, and the outstanding Storyboard Generator, where kids can create and save a detailed storyboard, kids will get a full understanding of what it takes to make a movie.\u003c/p>\n\u003cp>\u003ca href=\"http://generator.acmi.net.au/storyboard\">\u003cimg class=\"alignnone size-full wp-image-45007\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Storyboard-Generator.png\" alt=\"Storyboard Generator\" width=\"964\" height=\"554\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator.png 964w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-400x230.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-800x460.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-768x441.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Storyboard-Generator-960x552.png 960w\" sizes=\"(max-width: 964px) 100vw, 964px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/the-knotted-line\">The Knotted Line\u003c/a>\u003cbr>\nThis artistic time line offers an unconventional approach to learning history. Paintings, videos, audio, charts, and text encourage students to think about the complex issue of freedom in America and how it relates to the imprisonment of various groups throughout history. The Knotted Line also could serve as a model for a culminating student project.\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/make-beliefs-comix\">Make Beliefs Comix\u003c/a>\u003cbr>\nMake Beliefs Comix is a versatile comic-creation tool, terrific for promoting creativity and storytelling in ELA, ELL, social studies, and other content-area classrooms. Educators will find numerous resources, including lesson plans with instruction ideas, writing-prompt suggestions for students, and advice on using the site with students with autism, hearing issues, and other special needs.\u003c/p>\n\u003cp>\u003ca href=\"http://www.makebeliefscomix.com/Diagram/\">\u003cimg class=\"alignnone size-full wp-image-45010\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/05/Make-Beliefs.png\" alt=\"Make Beliefs\" width=\"798\" height=\"501\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs.png 798w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-400x251.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/05/Make-Beliefs-768x482.png 768w\" sizes=\"(max-width: 798px) 100vw, 798px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cem>\u003ca href=\"http://@erinwilkey\">Erin Wilkey Oh\u003c/a> is Executive Editor of Education at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common\u003c/em> Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> This post first appeared in \u003ca href=\"https://thejournal.com/articles/2016/02/09/integrate-arts-in-the-classroom-with-these-4-free-tools.aspx\">THE Journal\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>By Erin Wilkey Oh , Common Sense Education\u003c/strong>\u003c/p>\n\u003cp>The rise of digital media is significantly changing how we teach and learn about history. Take a look at Twitter during an international crisis, and you'll see we now have instant access to a diversity of firsthand accounts as history is made. And with the click of a mouse, we can browse digital archives with text, images, audio, video, and other media that have been socked away in attics, art museums, and library basements for decades -- even centuries.\u003c/p>\n\u003cp>Mobile technology, social media, and digital-archiving capabilities help bring to light perspectives and experiences that have been ignored, overlooked, or unknown by previous generations. And firsthand accounts, along with the intimacy of multimedia, help students make personal, relevant connections to history.\u003c/p>\n\u003cp>Give your students a chance to learn about multiple perspectives on historic events with these compelling websites:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=KRgi0izHEJI\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/facing-history-and-ourselves\">Facing History and Ourselves\u003c/a>\u003c/strong>\u003cbr>\nFacing History and Ourselves is a rich source of material for exploring the Holocaust and other instances of mass violence throughout history. Powerful lessons and units help students and teachers grapple with controversial issues and the complex nature of human behavior.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=2897EbtjogI\u003c/p>\n\u003cp>\u003ca href=\"https://www.graphite.org/website/global-oneness-project\">\u003cstrong>Global Oneness Project\u003c/strong>\u003cbr>\n\u003c/a>Short videos, photo essays, and articles give students a window onto diverse life experiences around the world. From a Yup'ik man in Alaska teaching his grandson to fish to Mongolian nomads struggling to preserve their way of life, these valuable stories situate day-to-day events within a larger, historical context.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=6tgRw_DK28o\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/storycorps\">StoryCorps\u003c/a>\u003c/strong>\u003cbr>\nMany interviews in this enormous oral history project focus on witnesses to historical events, which can help students understand history as a lived, intimate experience. Students also can record their own stories and interviews, adding their unique perspectives to the historical record.\u003c/p>\n\u003cp>http://zinnedproject.org/\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/zinn-education-project\">Zinn Education Project \u003c/a>\u003c/strong>\u003cbr>\nResources and lessons based on Howard Zinn's well-known book, \u003cem>A People's History of the United States\u003c/em>, help teach a more inclusive version of U.S. history. Themed collections include immigration, slavery, women's history, Native Americans, Latino history, Asian-Americans, LGBTQ people, and more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/erinwilkey\">Erin Wilkey Oh \u003c/a>is Executive Editor at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common \u003c/em>Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> Go to \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a> to read the full reviews of tools and find out how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/facing-history-and-ourselves\">Facing History and Ourselves\u003c/a>\u003c/strong>\u003cbr>\nFacing History and Ourselves is a rich source of material for exploring the Holocaust and other instances of mass violence throughout history. Powerful lessons and units help students and teachers grapple with controversial issues and the complex nature of human behavior.\u003c/p>\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/2897EbtjogI'\n title='//www.youtube.com/embed/2897EbtjogI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003ca href=\"https://www.graphite.org/website/global-oneness-project\">\u003cstrong>Global Oneness Project\u003c/strong>\u003cbr>\n\u003c/a>Short videos, photo essays, and articles give students a window onto diverse life experiences around the world. From a Yup'ik man in Alaska teaching his grandson to fish to Mongolian nomads struggling to preserve their way of life, these valuable stories situate day-to-day events within a larger, historical context.\u003c/p>\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/6tgRw_DK28o'\n title='//www.youtube.com/embed/6tgRw_DK28o'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/storycorps\">StoryCorps\u003c/a>\u003c/strong>\u003cbr>\nMany interviews in this enormous oral history project focus on witnesses to historical events, which can help students understand history as a lived, intimate experience. Students also can record their own stories and interviews, adding their unique perspectives to the historical record.\u003c/p>\n\u003cp>http://zinnedproject.org/\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.graphite.org/website/zinn-education-project\">Zinn Education Project \u003c/a>\u003c/strong>\u003cbr>\nResources and lessons based on Howard Zinn's well-known book, \u003cem>A People's History of the United States\u003c/em>, help teach a more inclusive version of U.S. history. Themed collections include immigration, slavery, women's history, Native Americans, Latino history, Asian-Americans, LGBTQ people, and more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/erinwilkey\">Erin Wilkey Oh \u003c/a>is Executive Editor at \u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">\u003cem>Common \u003c/em>Sense\u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\"> \u003c/a>\u003ca href=\"https://www.commonsensemedia.org/educators\" target=\"_blank\">Education\u003c/a>, a nonprofit organization and creator of \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite ™\u003c/a>, a free service that \u003cem>helps educators find the best edtech tools, learn best practices for teaching with edtech, and connect with expert educators.\u003c/em> Go to \u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a> to read the full reviews of tools and find out how teachers use them for learning in class.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I was worried that we couldn’t figure out how to make “good” work in the market, but it’s been nice that we’ve found traction with paying customers,” Meyer said. “Part of that is the product and part of that is that there’s been a sea change in online math education.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Since the unprecedented success of \u003cem>Serial\u003c/em>, podcasts have become a more popular form of mainstream entertainment. Not only are many adults listening for fun, but some teachers are bringing podcasts into their classrooms as a new kind of text. Teachers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/18/inspired-by-serial-teens-create-podcasts-as-a-final-exam/\" target=\"_blank\">Alexa Schlechter\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\" target=\"_blank\">Michael Godsey\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/personal-stories-how-teens-connect-with-storycorps-and-podcasts/\" target=\"_blank\">Alex Fernandez\u003c/a> have found teenagers to be a receptive podcast audience and have even experimented with asking students to make their own podcasts.\u003c/p>\n\u003cp>While audio has excited teachers of older students who can access the rich variety of content available for adults, teachers and parents of younger children are noticing there isn't a ton of content made specifically for a younger audience. In an \u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\">article written for The Atlantic\u003c/a>,\u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\"> \u003c/a>Stephanie Hayes investigates this hole in the podcast market. She was surprised to find that kids will pay attention to a full 15-20 minute podcast and learn from it. Hayes writes:\u003c/p>\n\u003cblockquote>\u003cp>The absence of images in podcasts seems to be a source of their creative potential. Without visuals, listeners are required to fill the gaps—and when these listeners are children, the results can be powerful. Numerous studies have found that children between the ages of seven and 13 respond more creatively to radio stories than to stories shown on television. Audio stories prompted kids to draw more novel pictures, think up more unique questions, and solve problems in a more imaginative way than did TV tales.\u003c/p>\n\u003cp>Not only are children listening and responding creatively, observations suggest they’re also learning. When Patterson, one of the producers of the children’s science podcast \u003cem>Tumble\u003c/em>, conducted a series of focus groups, she found that kids as young as six focused for the duration of her 15-minute show. Minutes after hearing a podcast about spiders, she saw a group of kids huddled around a dead wasp, examining it and debating what had killed it. When she asked if they normally led backyard investigations, they said no. “They had listened, and they really got it,” she wrote in a recent piece for Current, on the value of podcasts for kids\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Since the unprecedented success of \u003cem>Serial\u003c/em>, podcasts have become a more popular form of mainstream entertainment. Not only are many adults listening for fun, but some teachers are bringing podcasts into their classrooms as a new kind of text. Teachers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/18/inspired-by-serial-teens-create-podcasts-as-a-final-exam/\" target=\"_blank\">Alexa Schlechter\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/18/why-listening-to-podcasts-helps-kids-improve-reading-skills/\" target=\"_blank\">Michael Godsey\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/13/personal-stories-how-teens-connect-with-storycorps-and-podcasts/\" target=\"_blank\">Alex Fernandez\u003c/a> have found teenagers to be a receptive podcast audience and have even experimented with asking students to make their own podcasts.\u003c/p>\n\u003cp>While audio has excited teachers of older students who can access the rich variety of content available for adults, teachers and parents of younger children are noticing there isn't a ton of content made specifically for a younger audience. In an \u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\">article written for The Atlantic\u003c/a>,\u003ca href=\"http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\" target=\"_blank\"> \u003c/a>Stephanie Hayes investigates this hole in the podcast market. She was surprised to find that kids will pay attention to a full 15-20 minute podcast and learn from it. Hayes writes:\u003c/p>\n\u003cblockquote>\u003cp>The absence of images in podcasts seems to be a source of their creative potential. Without visuals, listeners are required to fill the gaps—and when these listeners are children, the results can be powerful. Numerous studies have found that children between the ages of seven and 13 respond more creatively to radio stories than to stories shown on television. Audio stories prompted kids to draw more novel pictures, think up more unique questions, and solve problems in a more imaginative way than did TV tales.\u003c/p>\n\u003cp>Not only are children listening and responding creatively, observations suggest they’re also learning. When Patterson, one of the producers of the children’s science podcast \u003cem>Tumble\u003c/em>, conducted a series of focus groups, she found that kids as young as six focused for the duration of her 15-minute show. Minutes after hearing a podcast about spiders, she saw a group of kids huddled around a dead wasp, examining it and debating what had killed it. When she asked if they normally led backyard investigations, they said no. “They had listened, and they really got it,” she wrote in a recent piece for Current, on the value of podcasts for kids\u003c/p>\u003c/blockquote>\n\u003cp>http://www.theatlantic.com/education/archive/2016/03/where-are-all-the-kidcasts/476157/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Will Digital Portfolios Mean for College-Bound Students?",
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"content": "\u003cp>Sometime during the first few weeks of school at Montgomery Bell Academy, an independent, all-boys college preparatory school in Nashville, Tennessee, college counselor Ginny Maddux gathers all the ninth-graders in the auditorium to talk about college. The freshmen are each given a piece of paper and asked to make a list of every college and university they can think of; once finished, they make it into a paper airplane. Maddux then asks the boys to stand up, count to five and try their best to fly their paper airplanes all the way to the auditorium’s stage.\u003c/p>\n\u003cp>She tells them to keep in mind that some of the airplanes may not make it on the first try, and will need a little help to get all the way to the stage. In this way, she tells them, flying your paper airplane to the stage is a lot like getting into college: “For some of you, it sailed right down here and it seemed a bit seamless. Some of you needed help on how to make an airplane, some of you needed help getting your plane down here, but you all chipped in and different people helped you make that happen.”\u003c/p>\n\u003cp class=\"p1\">Maddux, who has been in the business of college admissions, either at the university or high school level, for 25 years, said that at Montgomery Bell, that’s about as far as they go with beginning to prepare freshmen for college. She even goes so far as to say they encourage most students [and subsequently, their parents] to purposefully \u003ci>not\u003c/i> begin obsessing about college too much until the beginning of the junior year, when they ramp up the process with college visits and forming lists of possible candidates.\u003c/p>\n\u003cp class=\"p1\">But, Maddux points out, this delay comes with an implicit understanding that parents, in sending their child to an exclusive private school, already assume their kids are going to college. In that way, it gives them some room to breathe: They can concentrate on learning what high school is all about, and have a little time to mature and grow before entering what Maddux (and others) call “the arms race” of college admissions.\u003c/p>\n\u003cp class=\"p1\">Not all students have this luxury, however, which in part is what prompted the \u003ca href=\"http://www.coalitionforcollegeaccess.org/\">Coalition for Access, Affordability and Success’s\u003c/a> new free online application and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/07/how-can-the-college-admissions-process-be-improved/\">digital locker\u003c/a>. The digital platform, which will be available beginning in April of this year,\u003cspan class=\"Apple-converted-space\"> \u003c/span>allows all high schoolers, even freshmen and sophomores, to begin storing their projects, papers and even video footage for possible inclusion in future college applications through a “digital locker,” or storage, available in the app.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE NINTH GRADE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The earlier that kids begin planning their college application, the better, and that’s the reason the digital locker can be used as early as ninth grade, according to University of Chicago Deputy Dean of Admissions Veronica Hauad, speaking for the coalition, which is made up of more than 80 top public and private universities and colleges (including the Ivies and distinguished research universities).\u003c/p>\n\u003cp class=\"p1\">She said that even if nothing from the first couple of years of high school is actually ever used in final college applications, the practice of putting quality work into digital storage “gets them thinking critically” about college.\u003c/p>\n\u003cp class=\"p1\">“I hate to say it, because I know there will be people who disagree, but I think it’s never too early,” she said. “The kids just a few blocks from us [at University of Chicago] have never seen what a college looks like, they don’t know what college means. I’m sorry, I think for underrepresented students, it’s never too early to build college-going culture and have exposure to the process. It actually reduces stress if, little by little, you learn [how to build your college resume], rather than waiting until the last couple of weeks to learn how to do everything. I think it’s a great thing.”\u003c/p>\n\u003cp class=\"p1\">To that end, part of the coalitions’s mission is to “level the playing field” for underserved students who may not have thought they had a shot at a big-name expensive school like the University of Chicago. Hauad hopes the coalition will help to change all that: With the free, easy application, free digital storage and collaboration platform that allows mentors or parents to help with the application, they hope to attract students who, for one reason or another, may have been too intimidated to apply before.\u003c/p>\n\u003cp class=\"p1\">“It’s not the polish — that’s great if you’ve had the privilege to produce something with that level of polish, a paper or a video, you’ve got great test scores,” she said. “But we’re not just looking for polish. We’re looking for really interesting, hard-working kids. And that comes with any level of sophistication. And I think that will be easy to tell, whether it’s through a coalition application or any application platform.”\u003c/p>\n\u003cp class=\"p1\">Students can already create profiles using Google Drive or LinkedIn, but startups are also hoping to help students present their whole self — not just their grades and test scores — to admissions officers digitally. Silicon Valley startup \u003ca href=\"http://https://www.zeemee.com/\">ZeeMee\u003c/a> has created a free app that provides a way for students to create a positive online identity to share with colleges, promising to “bring their story to life.” The ZeeMee profile page, which includes details like a student’s interests, passions, family background and a video, can then be added to the Common App or embedded in a university’s application.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hligWNniHQA\u003c/p>\n\u003cp class=\"p1\">Co-founders Adam Metcalf and Juan Jaysingh said ZeeMee is being used in more than 10,000 high schools in 100 countries, and has partnered with more than 200 colleges and universities that will embed ZeeMee into their applications beginning this fall.\u003c/p>\n\u003cp class=\"p1\">“It doesn’t matter where they come from — private school, public school, charter school, underserved communities — we know they [students] all have a story. But more importantly, they have a smartphone,” said Jaysingh.\u003c/p>\n\u003cp class=\"p1\">Photo and video provide a more complete version of a person, and students feel they're \"more than a piece of paper.\" He thinks that ZeeMee will help level the playing field for students by allowing admissions officers to get a more complete understanding of an applicant by seeing her face, and hearing about her likes and dislikes, passions and her goals directly, instead of through an essay or SAT score.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh agree that today’s high schoolers, who have grown up with Instagram and Facebook, are comfortable with making videos of themselves, and are probably much less likely to be camera-shy or not know how to present themselves well. Videos range from well-curated montages of sports and dance concerts put to music to a teen simply talking straight to the camera in his basement.\u003c/p>\n\u003cp class=\"p1\">“There are kids who are very sophisticated or speak really well on camera,” said Jaysingh. “Then there are kids who are literally — one kid was sitting in his basement with a hood on and said, ‘Hey, I’m Joe, I’m here because I need to do my ZeeMee,’ and the admissions people actually liked it, because he was being himself.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>Videos can show students engaging in their favorite activity, highlighting performances in sports or music or theater, or just talking straight to the camera about their lives, interests and goals.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh don’t see ZeeMee as contributing to self-curation or “selfie culture,” but as a way for a student to stand out to admissions officers in a crowded field of applicants. They’ve also built a K-12 curriculum for teachers and counselors, a mini-course that shows high schoolers the importance of leaving a positive and real online identity not just for college counselors, but also future employers.\u003c/p>\n\u003cp class=\"p1\">“The people who are in admissions, they do this for a living, and they can read students,” said Jaysingh. “And a kid who is real comes across clearly to them. Is this a perfect solution? No. But at least it pushes the needle toward leveling the playing field.”\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>RETHINKING DIGITAL PORTFOLIOS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">But what if adults need to take a harder look at how online portfolios will be used in order to extract their maximum benefit? MIT education technology researcher Justin Reich said that the way to make the digital locker most useful is to first ask some hard questions. \"I think it’s a terrific idea, but I think there are some good questions about ownership and data control that comes up, like, who owns the locker? Who has control over it, how much autonomy will students have? If the system goes bankrupt, who owns the stuff? How do we get it out if we want to put it into other systems?\"\u003c/p>\n\u003cp class=\"p1\">Reich also said that in order to truly change college admissions, more work will need to be done by teachers and schools to think in advance about what the goals of the digital locker are, and how to change current work--assignments, curriculum, and grades, for example--to meet the new challenges of an online portfolio. \"For an idea like this to really take off, there needs to be some kind of coherent conversation between departments, between grade level teams, academies and schools, to say, how do we as adults help think about what we want? How do we help students create this representation of themselves and their work?\" he said. \"They would have to be thinking differently about assignments, submissions, thinking differently about grades and how they curate and reflect upon their work. If there’s not some sort of pedagogical and curricular change that’s going along with the technology, it’s pretty unlikely that merely the existence of a startup or a nonprofit, or a new thing in and of itself is going to make a whole lot of difference for student learning outcomes, or college chances.\"\u003c/p>\n\u003cp class=\"p1\">Carter Maggipinto, a high school senior at public Hillsboro High School in Nashville, started seriously thinking about college during his junior year. Since he knew he wanted to study film production and cinematography, and knew that he wanted to go to the best possible place his family could afford, he applied to four schools: School of Visual Arts, Brooklyn College, Pratt Institute and Middle Tennessee State University. Since three of the four schools required a portfolio for art majors, Maggipinto spent the first part of his senior year scrambling to gather footage of the films he’d made and art projects he’d finished to send along with his application.\u003c/p>\n\u003cp class=\"p1\">A digital locker to store it all at the beginning of high school, he admitted, would have been much easier. “I would love the digital locker,” he said, “because it’s also able to show the progression of your artistic ability over four years.”\u003c/p>\n\u003cp class=\"p1\">Maggipinto admits that he’s not sure how many kids he knows who would have been thinking about their portfolios or college applications at age 14 or 15, but he was. If he’d had a digital locker choice available to him — especially if he had someone to remind him to place his videos and artwork in it from time to time — he would have used it.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>KNOWING SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Digital portfolios are a great idea, said teacher \u003ca href=\"http://www.jessicalahey.com/the-gift-of-failure/\">Jessica Lahey\u003c/a>, author of \"The Gift of Failure,\" when they’re used in the right way — to create meaningful work, ideas and creations.\u003c/p>\n\u003cp class=\"p1\">“As with all things educational, the tool is not in and of itself dangerous or valuable,” she said via email. “Teachers who encourage kids to collect and build on ideas over time, because it’s fun to watch books or pictures or film projects or paintings develop and improve with practice, have the potential to boost creativity and learning. Teachers who encourage kids to build a portfolio solely for college admissions risk cultivating myopia and narcissism, as well as a kid who is overly focused on other people’s assessment of his or her self-worth.”\u003c/p>\n\u003cp class=\"p1\">College counselor Ginny Maddux, who has seen thousands of students go to college over her two decades of experience, said she sometimes worries that technologies like the digital locker may raise the stakes for admissions unnecessarily. Some students may feel pressured to contribute flawless finished products at a time when they were still largely exploring who they are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“If we’re fully formed at 18, then who are we going to be when we’re 26? I appreciate the schools where they care about the kids, and they’re not looking for fully formed human beings at the age of 18. Because none of us are fully formed at the age of 18, no matter where you go.”\u003c/p>\n\n",
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"excerpt": "The Coalition for Access, Affordability and Success is offering a digital locker for college admissions that students can contribute to as early as ninth grade. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometime during the first few weeks of school at Montgomery Bell Academy, an independent, all-boys college preparatory school in Nashville, Tennessee, college counselor Ginny Maddux gathers all the ninth-graders in the auditorium to talk about college. The freshmen are each given a piece of paper and asked to make a list of every college and university they can think of; once finished, they make it into a paper airplane. Maddux then asks the boys to stand up, count to five and try their best to fly their paper airplanes all the way to the auditorium’s stage.\u003c/p>\n\u003cp>She tells them to keep in mind that some of the airplanes may not make it on the first try, and will need a little help to get all the way to the stage. In this way, she tells them, flying your paper airplane to the stage is a lot like getting into college: “For some of you, it sailed right down here and it seemed a bit seamless. Some of you needed help on how to make an airplane, some of you needed help getting your plane down here, but you all chipped in and different people helped you make that happen.”\u003c/p>\n\u003cp class=\"p1\">Maddux, who has been in the business of college admissions, either at the university or high school level, for 25 years, said that at Montgomery Bell, that’s about as far as they go with beginning to prepare freshmen for college. She even goes so far as to say they encourage most students [and subsequently, their parents] to purposefully \u003ci>not\u003c/i> begin obsessing about college too much until the beginning of the junior year, when they ramp up the process with college visits and forming lists of possible candidates.\u003c/p>\n\u003cp class=\"p1\">But, Maddux points out, this delay comes with an implicit understanding that parents, in sending their child to an exclusive private school, already assume their kids are going to college. In that way, it gives them some room to breathe: They can concentrate on learning what high school is all about, and have a little time to mature and grow before entering what Maddux (and others) call “the arms race” of college admissions.\u003c/p>\n\u003cp class=\"p1\">Not all students have this luxury, however, which in part is what prompted the \u003ca href=\"http://www.coalitionforcollegeaccess.org/\">Coalition for Access, Affordability and Success’s\u003c/a> new free online application and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/07/how-can-the-college-admissions-process-be-improved/\">digital locker\u003c/a>. The digital platform, which will be available beginning in April of this year,\u003cspan class=\"Apple-converted-space\"> \u003c/span>allows all high schoolers, even freshmen and sophomores, to begin storing their projects, papers and even video footage for possible inclusion in future college applications through a “digital locker,” or storage, available in the app.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE NINTH GRADE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The earlier that kids begin planning their college application, the better, and that’s the reason the digital locker can be used as early as ninth grade, according to University of Chicago Deputy Dean of Admissions Veronica Hauad, speaking for the coalition, which is made up of more than 80 top public and private universities and colleges (including the Ivies and distinguished research universities).\u003c/p>\n\u003cp class=\"p1\">She said that even if nothing from the first couple of years of high school is actually ever used in final college applications, the practice of putting quality work into digital storage “gets them thinking critically” about college.\u003c/p>\n\u003cp class=\"p1\">“I hate to say it, because I know there will be people who disagree, but I think it’s never too early,” she said. “The kids just a few blocks from us [at University of Chicago] have never seen what a college looks like, they don’t know what college means. I’m sorry, I think for underrepresented students, it’s never too early to build college-going culture and have exposure to the process. It actually reduces stress if, little by little, you learn [how to build your college resume], rather than waiting until the last couple of weeks to learn how to do everything. I think it’s a great thing.”\u003c/p>\n\u003cp class=\"p1\">To that end, part of the coalitions’s mission is to “level the playing field” for underserved students who may not have thought they had a shot at a big-name expensive school like the University of Chicago. Hauad hopes the coalition will help to change all that: With the free, easy application, free digital storage and collaboration platform that allows mentors or parents to help with the application, they hope to attract students who, for one reason or another, may have been too intimidated to apply before.\u003c/p>\n\u003cp class=\"p1\">“It’s not the polish — that’s great if you’ve had the privilege to produce something with that level of polish, a paper or a video, you’ve got great test scores,” she said. “But we’re not just looking for polish. We’re looking for really interesting, hard-working kids. And that comes with any level of sophistication. And I think that will be easy to tell, whether it’s through a coalition application or any application platform.”\u003c/p>\n\u003cp class=\"p1\">Students can already create profiles using Google Drive or LinkedIn, but startups are also hoping to help students present their whole self — not just their grades and test scores — to admissions officers digitally. Silicon Valley startup \u003ca href=\"http://https://www.zeemee.com/\">ZeeMee\u003c/a> has created a free app that provides a way for students to create a positive online identity to share with colleges, promising to “bring their story to life.” The ZeeMee profile page, which includes details like a student’s interests, passions, family background and a video, can then be added to the Common App or embedded in a university’s application.\u003c/p>\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/hligWNniHQA'\n title='//www.youtube.com/embed/hligWNniHQA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Co-founders Adam Metcalf and Juan Jaysingh said ZeeMee is being used in more than 10,000 high schools in 100 countries, and has partnered with more than 200 colleges and universities that will embed ZeeMee into their applications beginning this fall.\u003c/p>\n\u003cp class=\"p1\">“It doesn’t matter where they come from — private school, public school, charter school, underserved communities — we know they [students] all have a story. But more importantly, they have a smartphone,” said Jaysingh.\u003c/p>\n\u003cp class=\"p1\">Photo and video provide a more complete version of a person, and students feel they're \"more than a piece of paper.\" He thinks that ZeeMee will help level the playing field for students by allowing admissions officers to get a more complete understanding of an applicant by seeing her face, and hearing about her likes and dislikes, passions and her goals directly, instead of through an essay or SAT score.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh agree that today’s high schoolers, who have grown up with Instagram and Facebook, are comfortable with making videos of themselves, and are probably much less likely to be camera-shy or not know how to present themselves well. Videos range from well-curated montages of sports and dance concerts put to music to a teen simply talking straight to the camera in his basement.\u003c/p>\n\u003cp class=\"p1\">“There are kids who are very sophisticated or speak really well on camera,” said Jaysingh. “Then there are kids who are literally — one kid was sitting in his basement with a hood on and said, ‘Hey, I’m Joe, I’m here because I need to do my ZeeMee,’ and the admissions people actually liked it, because he was being himself.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>Videos can show students engaging in their favorite activity, highlighting performances in sports or music or theater, or just talking straight to the camera about their lives, interests and goals.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh don’t see ZeeMee as contributing to self-curation or “selfie culture,” but as a way for a student to stand out to admissions officers in a crowded field of applicants. They’ve also built a K-12 curriculum for teachers and counselors, a mini-course that shows high schoolers the importance of leaving a positive and real online identity not just for college counselors, but also future employers.\u003c/p>\n\u003cp class=\"p1\">“The people who are in admissions, they do this for a living, and they can read students,” said Jaysingh. “And a kid who is real comes across clearly to them. Is this a perfect solution? No. But at least it pushes the needle toward leveling the playing field.”\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>RETHINKING DIGITAL PORTFOLIOS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">But what if adults need to take a harder look at how online portfolios will be used in order to extract their maximum benefit? MIT education technology researcher Justin Reich said that the way to make the digital locker most useful is to first ask some hard questions. \"I think it’s a terrific idea, but I think there are some good questions about ownership and data control that comes up, like, who owns the locker? Who has control over it, how much autonomy will students have? If the system goes bankrupt, who owns the stuff? How do we get it out if we want to put it into other systems?\"\u003c/p>\n\u003cp class=\"p1\">Reich also said that in order to truly change college admissions, more work will need to be done by teachers and schools to think in advance about what the goals of the digital locker are, and how to change current work--assignments, curriculum, and grades, for example--to meet the new challenges of an online portfolio. \"For an idea like this to really take off, there needs to be some kind of coherent conversation between departments, between grade level teams, academies and schools, to say, how do we as adults help think about what we want? How do we help students create this representation of themselves and their work?\" he said. \"They would have to be thinking differently about assignments, submissions, thinking differently about grades and how they curate and reflect upon their work. If there’s not some sort of pedagogical and curricular change that’s going along with the technology, it’s pretty unlikely that merely the existence of a startup or a nonprofit, or a new thing in and of itself is going to make a whole lot of difference for student learning outcomes, or college chances.\"\u003c/p>\n\u003cp class=\"p1\">Carter Maggipinto, a high school senior at public Hillsboro High School in Nashville, started seriously thinking about college during his junior year. Since he knew he wanted to study film production and cinematography, and knew that he wanted to go to the best possible place his family could afford, he applied to four schools: School of Visual Arts, Brooklyn College, Pratt Institute and Middle Tennessee State University. Since three of the four schools required a portfolio for art majors, Maggipinto spent the first part of his senior year scrambling to gather footage of the films he’d made and art projects he’d finished to send along with his application.\u003c/p>\n\u003cp class=\"p1\">A digital locker to store it all at the beginning of high school, he admitted, would have been much easier. “I would love the digital locker,” he said, “because it’s also able to show the progression of your artistic ability over four years.”\u003c/p>\n\u003cp class=\"p1\">Maggipinto admits that he’s not sure how many kids he knows who would have been thinking about their portfolios or college applications at age 14 or 15, but he was. If he’d had a digital locker choice available to him — especially if he had someone to remind him to place his videos and artwork in it from time to time — he would have used it.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>KNOWING SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Digital portfolios are a great idea, said teacher \u003ca href=\"http://www.jessicalahey.com/the-gift-of-failure/\">Jessica Lahey\u003c/a>, author of \"The Gift of Failure,\" when they’re used in the right way — to create meaningful work, ideas and creations.\u003c/p>\n\u003cp class=\"p1\">“As with all things educational, the tool is not in and of itself dangerous or valuable,” she said via email. “Teachers who encourage kids to collect and build on ideas over time, because it’s fun to watch books or pictures or film projects or paintings develop and improve with practice, have the potential to boost creativity and learning. Teachers who encourage kids to build a portfolio solely for college admissions risk cultivating myopia and narcissism, as well as a kid who is overly focused on other people’s assessment of his or her self-worth.”\u003c/p>\n\u003cp class=\"p1\">College counselor Ginny Maddux, who has seen thousands of students go to college over her two decades of experience, said she sometimes worries that technologies like the digital locker may raise the stakes for admissions unnecessarily. Some students may feel pressured to contribute flawless finished products at a time when they were still largely exploring who they are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“If we’re fully formed at 18, then who are we going to be when we’re 26? I appreciate the schools where they care about the kids, and they’re not looking for fully formed human beings at the age of 18. Because none of us are fully formed at the age of 18, no matter where you go.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "#savings: Can Social Media Nudge Teens into Smarter Money Choices?",
"title": "#savings: Can Social Media Nudge Teens into Smarter Money Choices?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>In the fall of 2008, Ted Gonder was studying economics at the University of Chicago as the world economy melted down around him.\u003c/p>\n\u003cp>“We were learning about the collapse in this ivory tower, theoretical, \u003cem>Wall Street Journal\u003c/em> context,” Gonder recalled. “But a few blocks from campus was one of the hardest hit inner-city neighborhoods—a bank desert with one of the highest foreclosure rates in the country.”\u003c/p>\n\u003cp>The juxtaposition led Gonder and some classmates to start a financial education program for high school students in schools in low-income communities. Now a nonprofit called \u003ca href=\"http://moneythink.org\">Moneythink\u003c/a>, it has with 30 university chapters in 10 states, Moneythink takes a blended learning approach, by mixing personalized mentoring with the power of social media.\u003c/p>\n\u003cp>With Gonder as CEO, Moneythink starts with committed college mentors who meet weekly with small “teams” of juniors and seniors in local high schools to talk about mindful spending, goal-directed saving, and the smart use of credit cards and other financial products. And, since 2014, the nonprofit has been piloting an app called Moneythink Mobile, to push these lessons beyond classroom walls, track their impact, and use “likes” and other social nudges to encourage better real-world money habits.\u003c/p>\n\u003cp>Typically, several mentors split a class so each works with no more than five students. Before the groups talk money, they just talk — discussing the personal interests and goals that ground Moneythink’s spending and saving exercises.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each classroom lesson is paired with a financial challenge on Moneythink Mobile, an Instagram-like platform on which students compete between weekly meetings with their mentors. In the “Snaptrack” challenge, for example, students post savings moments—a photo of a packed lunch, the pricey shoes they decided not to buy, or the coupon they used at the grocery store—captioned with a description, a dollar amount and \u003cem>#savings\u003c/em>.\u003c/p>\n\u003cp>Every post earns students points that position them in the app’s “leader board.” Over the course of the pilot, however, Moneythink Mobile’s developers have learned not to push gamification too far.\u003c/p>\n\u003cp>“A lot of our students are dealing with some very real financial situations. Sometimes, they’re the ones buying the family groceries. They’ve seen parents lose jobs and even lose homes,” said Kelly Carlquist, an analyst at Goldman Sachs who was president of Moneythink’s Northwestern University chapter until she graduated in 2014 and now chairs its young professional’s board. “We don’t want to turn this into too much of a game, which would cannibalize our efforts to bring this into a real-life context.”\u003c/p>\n\u003cp>Besides, more than points, students seem to crave the little bursts of digital attention and applause that their posts generate. They spice their comments with emoji ranging from a simple thumbs-up of approval to a ninja indicating special savings skills to a smug blue face that looks decidedly unimpressed.\u003c/p>\n\u003cp>“It helps students think about their purchasing behavior through the lens of delaying gratification by not spending, but getting some likes and comments as instant gratification for doing that,” said Gonder.\u003c/p>\n\u003cp>To prime the social pump, the app’s developers recently added an “explore” function so that users at one high school can scan and comment on spending and saving posts from around the country. Students need a code to access the app, and mentors monitor posts to quash insults and the sharing of sensitive information such as a legible photo of a new debit card.\u003c/p>\n\u003cfigure id=\"attachment_44375\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"size-full wp-image-44375\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/berdik-Moneythink.jpg\" alt=\"Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \" width=\"720\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink-400x312.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \u003ccite>(Courtesy of Kara Zucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So far, about 4,600 students have used Moneythink Mobile, including more than 1,000 in the fall of 2015, collectively posting several thousand dollars in savings. Obviously, mentors can’t verify the figures, nor do they typically add up the dollars students claim to have saved. That’s of secondary importance, according to Brittany Bui, a senior finance major and co-president of the Moneythink chapter at Chapman University in Orange, California. The Chapman mentors work with students at Orange High School, where nearly three quarters of the students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“It’s not so much the specifics of the post itself,” said Bui. “It’s getting into the habit of thinking about what they’re buying. Are they saving, or not? Having them take pics and post makes them more mindful spenders.”\u003c/p>\n\u003cp>With that said, the numbers aren’t completely irrelevant.\u003c/p>\n\u003cp>“One of my students posted a pic of the coffee her mom made at home that she started drinking instead of making daily runs to Starbucks,” Bui recalled. “We talked about it in class, and three of the girls in my group were drinking Frappuccinos.”\u003c/p>\n\u003cp>They did the math. Saving just $3 a day by opting for home-brewed coffee over Starbucks for one year adds up to more than $1000.\u003c/p>\n\u003cp>The Moneythink curriculum encourages students to think of money as a tool to express their values. If travel is more important to you than tasty coffee treats, for example, then the smart choice is to skip the Frappuccinos and use the thousand bucks on a trip. Another Moneythink Mobile challenge called “Follow the Money” spurs these values discussions by asking students to rate each other’s spending posts as a “good spend,“ or a “bad spend.”\u003c/p>\n\u003cp>Other challenges include “Tap to Save” focused on racking up small savings toward a specific goal, and “Sage Selfie” in which students post a pic of a friend or family member who offered advice about financial products such as checking accounts and credit cards, captioned with the advice received.\u003c/p>\n\u003cp>The volume of posts and interactions reflect the strength of the mentor-student relationship, according to Moneythink’s product manager Nathan Ranney.\u003c/p>\n\u003cp>“It drives engagement when mentors really get to know their students, help them set relevant goals and comment on their posts,” said Ranney. “It lets students know that there’s really somebody on the other end of this thing who’s following me, thinking about me, and cares.”\u003c/p>\n\u003cp>In the future, Gonder hopes Moneythink Mobile will expand the nonprofit’s reach and deliver targeted financial education to places closer to meaningful money choices, such as youth employment agencies and college advisors. Also, because many students live in so-called “bank deserts” dominated by check-cashers and payday loan vendors, Moneythink is starting to talk with banks about how they might partner with the app, perhaps by linking to an account students could use without an adult cosigner.\u003c/p>\n\u003cp>Wherever the app goes, Gonder stresses that the technology will never take the place of strong mentoring relationships.\u003c/p>\n\u003cp>“Social media isn’t a fix in itself. It’s just a tool to enhance the human interactions,” he said. “In the next phase we want to crystallize the specific financial behaviors we want to see, to help students get out of the cash economy, save more regularly and meet their goals.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>blended learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the fall of 2008, Ted Gonder was studying economics at the University of Chicago as the world economy melted down around him.\u003c/p>\n\u003cp>“We were learning about the collapse in this ivory tower, theoretical, \u003cem>Wall Street Journal\u003c/em> context,” Gonder recalled. “But a few blocks from campus was one of the hardest hit inner-city neighborhoods—a bank desert with one of the highest foreclosure rates in the country.”\u003c/p>\n\u003cp>The juxtaposition led Gonder and some classmates to start a financial education program for high school students in schools in low-income communities. Now a nonprofit called \u003ca href=\"http://moneythink.org\">Moneythink\u003c/a>, it has with 30 university chapters in 10 states, Moneythink takes a blended learning approach, by mixing personalized mentoring with the power of social media.\u003c/p>\n\u003cp>With Gonder as CEO, Moneythink starts with committed college mentors who meet weekly with small “teams” of juniors and seniors in local high schools to talk about mindful spending, goal-directed saving, and the smart use of credit cards and other financial products. And, since 2014, the nonprofit has been piloting an app called Moneythink Mobile, to push these lessons beyond classroom walls, track their impact, and use “likes” and other social nudges to encourage better real-world money habits.\u003c/p>\n\u003cp>Typically, several mentors split a class so each works with no more than five students. Before the groups talk money, they just talk — discussing the personal interests and goals that ground Moneythink’s spending and saving exercises.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each classroom lesson is paired with a financial challenge on Moneythink Mobile, an Instagram-like platform on which students compete between weekly meetings with their mentors. In the “Snaptrack” challenge, for example, students post savings moments—a photo of a packed lunch, the pricey shoes they decided not to buy, or the coupon they used at the grocery store—captioned with a description, a dollar amount and \u003cem>#savings\u003c/em>.\u003c/p>\n\u003cp>Every post earns students points that position them in the app’s “leader board.” Over the course of the pilot, however, Moneythink Mobile’s developers have learned not to push gamification too far.\u003c/p>\n\u003cp>“A lot of our students are dealing with some very real financial situations. Sometimes, they’re the ones buying the family groceries. They’ve seen parents lose jobs and even lose homes,” said Kelly Carlquist, an analyst at Goldman Sachs who was president of Moneythink’s Northwestern University chapter until she graduated in 2014 and now chairs its young professional’s board. “We don’t want to turn this into too much of a game, which would cannibalize our efforts to bring this into a real-life context.”\u003c/p>\n\u003cp>Besides, more than points, students seem to crave the little bursts of digital attention and applause that their posts generate. They spice their comments with emoji ranging from a simple thumbs-up of approval to a ninja indicating special savings skills to a smug blue face that looks decidedly unimpressed.\u003c/p>\n\u003cp>“It helps students think about their purchasing behavior through the lens of delaying gratification by not spending, but getting some likes and comments as instant gratification for doing that,” said Gonder.\u003c/p>\n\u003cp>To prime the social pump, the app’s developers recently added an “explore” function so that users at one high school can scan and comment on spending and saving posts from around the country. Students need a code to access the app, and mentors monitor posts to quash insults and the sharing of sensitive information such as a legible photo of a new debit card.\u003c/p>\n\u003cfigure id=\"attachment_44375\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"size-full wp-image-44375\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/berdik-Moneythink.jpg\" alt=\"Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \" width=\"720\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink-400x312.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \u003ccite>(Courtesy of Kara Zucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So far, about 4,600 students have used Moneythink Mobile, including more than 1,000 in the fall of 2015, collectively posting several thousand dollars in savings. Obviously, mentors can’t verify the figures, nor do they typically add up the dollars students claim to have saved. That’s of secondary importance, according to Brittany Bui, a senior finance major and co-president of the Moneythink chapter at Chapman University in Orange, California. The Chapman mentors work with students at Orange High School, where nearly three quarters of the students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“It’s not so much the specifics of the post itself,” said Bui. “It’s getting into the habit of thinking about what they’re buying. Are they saving, or not? Having them take pics and post makes them more mindful spenders.”\u003c/p>\n\u003cp>With that said, the numbers aren’t completely irrelevant.\u003c/p>\n\u003cp>“One of my students posted a pic of the coffee her mom made at home that she started drinking instead of making daily runs to Starbucks,” Bui recalled. “We talked about it in class, and three of the girls in my group were drinking Frappuccinos.”\u003c/p>\n\u003cp>They did the math. Saving just $3 a day by opting for home-brewed coffee over Starbucks for one year adds up to more than $1000.\u003c/p>\n\u003cp>The Moneythink curriculum encourages students to think of money as a tool to express their values. If travel is more important to you than tasty coffee treats, for example, then the smart choice is to skip the Frappuccinos and use the thousand bucks on a trip. Another Moneythink Mobile challenge called “Follow the Money” spurs these values discussions by asking students to rate each other’s spending posts as a “good spend,“ or a “bad spend.”\u003c/p>\n\u003cp>Other challenges include “Tap to Save” focused on racking up small savings toward a specific goal, and “Sage Selfie” in which students post a pic of a friend or family member who offered advice about financial products such as checking accounts and credit cards, captioned with the advice received.\u003c/p>\n\u003cp>The volume of posts and interactions reflect the strength of the mentor-student relationship, according to Moneythink’s product manager Nathan Ranney.\u003c/p>\n\u003cp>“It drives engagement when mentors really get to know their students, help them set relevant goals and comment on their posts,” said Ranney. “It lets students know that there’s really somebody on the other end of this thing who’s following me, thinking about me, and cares.”\u003c/p>\n\u003cp>In the future, Gonder hopes Moneythink Mobile will expand the nonprofit’s reach and deliver targeted financial education to places closer to meaningful money choices, such as youth employment agencies and college advisors. Also, because many students live in so-called “bank deserts” dominated by check-cashers and payday loan vendors, Moneythink is starting to talk with banks about how they might partner with the app, perhaps by linking to an account students could use without an adult cosigner.\u003c/p>\n\u003cp>Wherever the app goes, Gonder stresses that the technology will never take the place of strong mentoring relationships.\u003c/p>\n\u003cp>“Social media isn’t a fix in itself. It’s just a tool to enhance the human interactions,” he said. “In the next phase we want to crystallize the specific financial behaviors we want to see, to help students get out of the cash economy, save more regularly and meet their goals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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