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"content": "\u003cfigure id=\"attachment_39021\" class=\"wp-caption alignnone\" style=\"max-width: 1366px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png\">\u003cimg class=\"size-full wp-image-39021\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png\" alt=\"A screen grab from the Gone Home trailer.\" width=\"1366\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie.png 1366w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-1180x663.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/01/Gone-Home-Trailer-Screen-Shot-Lonnie-320x180.png 320w\" sizes=\"(max-width: 1366px) 100vw, 1366px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A screen grab of a clue found in the \u003ca href=\"https://www.youtube.com/watch?v=sqSbYsUalMQ\">Gone Home trailer\u003c/a>.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.matthewfarber.com/\">Matthew Farber\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators are held responsible for several aspects of English-language arts competency with their students: critical thinking, writing, assessing narrative structures, thinking about how characters develop and how setting affects character. Teachers have a variety of vehicles for conveying those lessons, but a new tool has emerged for learning with digital games.\u003c/p>\n\u003cp>Books have a linear format; films have an arc; art has a focal point; stanzas in a poem are read in order. But a recently published game called \"Gone Home\" is testing the traditional progression of learning by flattening the story. Players have questioned whether it qualifies as a game since it doesn't include traditional points, prizes and leveling up (the game is self-titled as \"a story exploration video game\"). Critics have praised \"Gone Home\" as a new way of storytelling, and it’s beginning to make its way into the classroom, as a viable \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/video-games-and-the-future-of-the-textbook/\">substitute for traditional text\u003c/a>. The game is non-linear and players have a great deal of agency for filling in the gaps to arrive at their conclusions.* \u003c/p>\n\u003cp>\u003cstrong>Solving a Mystery\u003c/strong>\u003c/p>\n\u003cp>The game begins with a typical opening of suspense and mystery. The main character, Kaitlin \"Katie\" Greenbriar, comes home on a dark and stormy night to her family’s house in Oregon after a year abroad. She discovers that no one is home, and it appears her family has left in a hurry. Signs of the suspended life appear in notes, food in the refrigerator, messages on an answering machine -- and all of those pieces serve as clues for discovering what happened to Katie's family.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"WZQ9GHYJjUa0NkuSU4rYdN8ALZYWiTVu\"]\u003c/p>\n\u003cp>The mind veers to the obvious. Were they harmed? Are they still alive? There are notes from parents, tidbits of information about “psycho” relatives, a journal and secret rooms that reveal clues about what’s happened in Katie’s yearlong absence. And it’s the space between the clues and the possible conclusions that make the game a valuable teaching tool for educators. (Note: spoilers are easily found online)\u003c/p>\n\u003cp>“The story isn’t going to exist without the player’s participation and interpretation of the individual pieces they find,” explained Steve Gaynor, the game’s lead writer.\u003c/p>\n\u003cp>In order to give his students the opportunity to interpret the experience for themselves, Toronto-based teacher Paul Darvasi (who also writes about games for MindShift) sought a volume discount on game licenses. That way each student in his all-boys English class had his own login when Darvasi began using \"Gone Home\" in the classroom in 2013.\u003c/p>\n\u003cp>In order to offer some sense of structure to his students’ experience, he \u003ca href=\"http://www.ludiclearning.org/2014/04/20/gone-home-lesson-2-ordering-the-free-roving-chaos/\">created objectives\u003c/a> for students around characters and themes. The house in \"Gone Home\" is filled with nods to the genre of games that inspired it; one subtopic challenged students to collect the hidden references. Others conducted “1995 Archeology” -- the year \"Gone Home\" was set. The goal was to find objects from the time period, from telephone books to VCR tapes to audiocassettes. \u003ca href=\"http://en.wikipedia.org/wiki/Riot_grrrl\">“Riot Grrrl” subculture\u003c/a> from the 1990s -- especially as it pertained to the protagonist’s character development in the story -- was another topic. The findings of each subtopic were presented to the class as a “visual museum,” via PowerPoint. Students were ultimately assessed on their presentations.\u003c/p>\n\u003cp>“I wanted it to become a more deliberate process than just running around,” he said. “ 'Gone Home' is a game in which you have to invest yourself. You have time to look through the documents and examine the artifacts. You have to be fairly methodical when you go through the house.”\u003c/p>\n\u003cp>The next challenge pertained to individualized assessments. Measuring how well one plays a game is tricky. The assessment shouldn’t be perceived as an added obstacle to the experience, nor should it be based on whether the student wins. “The beauty of 'Gone Home' is the agency you enjoy as a player, freedom to move around freely,” Darvasi explained. “The single greatest mechanic is exploration -- the thrill of finding something new while snooping around somebody’s house. I didn’t want to impair that in any way.”\u003c/p>\n\u003cfigure id=\"attachment_39031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review-300x161.png\" alt=\"A review submitted by a student to a games website. \" width=\"300\" height=\"161\" class=\"size-medium wp-image-39031\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">review\u003c/a> submitted by a student to a games website.\u003c/figcaption>\u003c/figure>\n\u003cp>As a result, Darvasi kept the assessments close to the genre of gaming, specifically the participatory cultures that exist outside virtual environments. Each student was required to write a review, similar to those posted on community forums like \u003ca href=\"http://www.metacritic.com/game\">Metacritic\u003c/a> and \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">IGN\u003c/a>. The second assessment piece gave students choices. He created subtopics that could be tracked using screen shots and notes as each moved about the empty house.\u003c/p>\n\u003cp>“Whenever they stumbled upon or discovered something that related to their topic, they pulled that evidence out and kept it,” Darvasi said.\u003c/p>\n\u003cp>The learning outcomes intentionally correlated to the Common Core State Standards relating to English-language arts. “In a sense, it played out similar to a typical literature unit -- except that you are substituting written text with a game’s text,” Darvasi explained.\u003c/p>\n\u003cp>\u003cstrong>International Collaboration\u003c/strong>\u003c/p>\n\u003cp>Putting a game at the center of a close-reading exercise can depend on the teaching style of the specific educator. In the spring of 2014, \u003ca href=\"https://twitter.com/Alhusoy\">Aleksander Husøy\u003c/a>, an English teacher at \u003ca href=\"http://ngv.hfk.no/templates/ExtensionSchoolFrontPage.aspx?id=29399\">Nordahl Grieg Secondary School\u003c/a> in Bergen, Norway, came across \u003ca href=\"http://www.ludiclearning.org\">Darvasi’s blog posts\u003c/a> about his use of \"Gone Home\" in the classroom. “There are plenty of different games that can be effective when used by the right teacher for the right group of students,” Husøy explained. “When I look for games to put in the classroom, I use the same approach as any other media. Start with objectives that you want students to cover.” Following that approach, Darvasi and Husøy connected and decided to co-deliver the unit in the fall of 2014.\u003c/p>\n\u003cfigure id=\"attachment_39030\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1-300x225.jpg\" alt='A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)' width=\"300\" height=\"225\" class=\"size-medium wp-image-39030\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>Students in each school collaborated using asynchronous tools, such as posting to blogs and commenting to a private Facebook group page. Two of the student groups decided to go further, collaborating with Google Hangout to create their final project assessment.\u003c/p>\n\u003cp>When the reader is put in the role of investigator, story details can become even more compelling. “Players paint the final picture of what those individual pieces mean and then discuss it with other people,” Gaynor said. “We are really proud that there are classrooms where 'To Kill a Mockingbird' or 'Catcher in the Rye' are taught alongside 'Gone Home' as texts about young people and the issues they face.”\u003c/p>\n\u003cp>Several of \"Gone Home’s\" designers had previously written blockbuster games, including \"Bioshock 2\" and \"Bioshock: Infinite.\" In those titles, the story unfolded as the player discovered audio recording and messages between violent action sequences. Several members of the design team eventually left the publisher to create the \u003ca href=\"http://fullbright.company/\">Fullbright Company\u003c/a>, an independent game studio. They decided to make a game in which piecing together a non-linear story would be a central mechanic of the game. “ 'Gone Home' is a clear demonstration of how much the narrative process happens in your head, as opposed to on the page or on the screen,” Gaynor stated.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Note: An earlier version of this post suggested that players can alter the game's story based on the decisions they make throughout the game. The game's narrative and ending can not be changed. Every player encounters the story differently depending on the choices they make while playing.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The mind veers to the obvious. Were they harmed? Are they still alive? There are notes from parents, tidbits of information about “psycho” relatives, a journal and secret rooms that reveal clues about what’s happened in Katie’s yearlong absence. And it’s the space between the clues and the possible conclusions that make the game a valuable teaching tool for educators. (Note: spoilers are easily found online)\u003c/p>\n\u003cp>“The story isn’t going to exist without the player’s participation and interpretation of the individual pieces they find,” explained Steve Gaynor, the game’s lead writer.\u003c/p>\n\u003cp>In order to give his students the opportunity to interpret the experience for themselves, Toronto-based teacher Paul Darvasi (who also writes about games for MindShift) sought a volume discount on game licenses. That way each student in his all-boys English class had his own login when Darvasi began using \"Gone Home\" in the classroom in 2013.\u003c/p>\n\u003cp>In order to offer some sense of structure to his students’ experience, he \u003ca href=\"http://www.ludiclearning.org/2014/04/20/gone-home-lesson-2-ordering-the-free-roving-chaos/\">created objectives\u003c/a> for students around characters and themes. The house in \"Gone Home\" is filled with nods to the genre of games that inspired it; one subtopic challenged students to collect the hidden references. Others conducted “1995 Archeology” -- the year \"Gone Home\" was set. The goal was to find objects from the time period, from telephone books to VCR tapes to audiocassettes. \u003ca href=\"http://en.wikipedia.org/wiki/Riot_grrrl\">“Riot Grrrl” subculture\u003c/a> from the 1990s -- especially as it pertained to the protagonist’s character development in the story -- was another topic. The findings of each subtopic were presented to the class as a “visual museum,” via PowerPoint. Students were ultimately assessed on their presentations.\u003c/p>\n\u003cp>“I wanted it to become a more deliberate process than just running around,” he said. “ 'Gone Home' is a game in which you have to invest yourself. You have time to look through the documents and examine the artifacts. You have to be fairly methodical when you go through the house.”\u003c/p>\n\u003cp>The next challenge pertained to individualized assessments. Measuring how well one plays a game is tricky. The assessment shouldn’t be perceived as an added obstacle to the experience, nor should it be based on whether the student wins. “The beauty of 'Gone Home' is the agency you enjoy as a player, freedom to move around freely,” Darvasi explained. “The single greatest mechanic is exploration -- the thrill of finding something new while snooping around somebody’s house. I didn’t want to impair that in any way.”\u003c/p>\n\u003cfigure id=\"attachment_39031\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-Student-Online-Review-300x161.png\" alt=\"A review submitted by a student to a games website. \" width=\"300\" height=\"161\" class=\"size-medium wp-image-39031\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">review\u003c/a> submitted by a student to a games website.\u003c/figcaption>\u003c/figure>\n\u003cp>As a result, Darvasi kept the assessments close to the genre of gaming, specifically the participatory cultures that exist outside virtual environments. Each student was required to write a review, similar to those posted on community forums like \u003ca href=\"http://www.metacritic.com/game\">Metacritic\u003c/a> and \u003ca href=\"http://www.ign.com/articles/2013/08/15/gone-home-review\">IGN\u003c/a>. The second assessment piece gave students choices. He created subtopics that could be tracked using screen shots and notes as each moved about the empty house.\u003c/p>\n\u003cp>“Whenever they stumbled upon or discovered something that related to their topic, they pulled that evidence out and kept it,” Darvasi said.\u003c/p>\n\u003cp>The learning outcomes intentionally correlated to the Common Core State Standards relating to English-language arts. “In a sense, it played out similar to a typical literature unit -- except that you are substituting written text with a game’s text,” Darvasi explained.\u003c/p>\n\u003cp>\u003cstrong>International Collaboration\u003c/strong>\u003c/p>\n\u003cp>Putting a game at the center of a close-reading exercise can depend on the teaching style of the specific educator. In the spring of 2014, \u003ca href=\"https://twitter.com/Alhusoy\">Aleksander Husøy\u003c/a>, an English teacher at \u003ca href=\"http://ngv.hfk.no/templates/ExtensionSchoolFrontPage.aspx?id=29399\">Nordahl Grieg Secondary School\u003c/a> in Bergen, Norway, came across \u003ca href=\"http://www.ludiclearning.org\">Darvasi’s blog posts\u003c/a> about his use of \"Gone Home\" in the classroom. “There are plenty of different games that can be effective when used by the right teacher for the right group of students,” Husøy explained. “When I look for games to put in the classroom, I use the same approach as any other media. Start with objectives that you want students to cover.” Following that approach, Darvasi and Husøy connected and decided to co-deliver the unit in the fall of 2014.\u003c/p>\n\u003cfigure id=\"attachment_39030\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Darvasi-photo-1-300x225.jpg\" alt='A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)' width=\"300\" height=\"225\" class=\"size-medium wp-image-39030\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student explores objects found in the house of \"Gone Home.\" (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>Students in each school collaborated using asynchronous tools, such as posting to blogs and commenting to a private Facebook group page. Two of the student groups decided to go further, collaborating with Google Hangout to create their final project assessment.\u003c/p>\n\u003cp>When the reader is put in the role of investigator, story details can become even more compelling. “Players paint the final picture of what those individual pieces mean and then discuss it with other people,” Gaynor said. “We are really proud that there are classrooms where 'To Kill a Mockingbird' or 'Catcher in the Rye' are taught alongside 'Gone Home' as texts about young people and the issues they face.”\u003c/p>\n\u003cp>Several of \"Gone Home’s\" designers had previously written blockbuster games, including \"Bioshock 2\" and \"Bioshock: Infinite.\" In those titles, the story unfolded as the player discovered audio recording and messages between violent action sequences. Several members of the design team eventually left the publisher to create the \u003ca href=\"http://fullbright.company/\">Fullbright Company\u003c/a>, an independent game studio. They decided to make a game in which piecing together a non-linear story would be a central mechanic of the game. “ 'Gone Home' is a clear demonstration of how much the narrative process happens in your head, as opposed to on the page or on the screen,” Gaynor stated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Note: An earlier version of this post suggested that players can alter the game's story based on the decisions they make throughout the game. The game's narrative and ending can not be changed. Every player encounters the story differently depending on the choices they make while playing.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38832\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\">\u003cimg class=\"size-full wp-image-38832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\" alt=\"Flickr/dhendrix73\" width=\"1152\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-400x169.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-800x339.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-768x325.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-320x136.jpg 320w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/dhendrix73\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Nichole Dobo, The Hechinger Report\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Near the shore of the murky \u003ca href=\"https://www.youtube.com/watch?v=8TjGAWxL23c\" rel=\"external\">Salton Sea\u003c/a> in this southern California desert, a bus drives up to West Shores High School each day with a critical connection: A Wi-Fi router mounted behind an interior mirror, providing Internet access for students whose homes aren’t wired.\u003c/p>\n\u003cp>At night, the bus driver parks on a sand driveway in a trailer park. There, the hotspot is available to students as long as the battery lasts. On most nights, it fades after one hour.\u003c/p>\n\u003cp>“I had kids sitting outside my office yesterday because they want to connect to the Internet at, like, 6 o’clock at night,” said Darryl Adams, superintendent of schools of the Coachella Valley Unified District.\u003c/p>\n\u003cp>Unlike the wired and wealthy Silicon Valley in northern California, many homes in the \u003ca href=\"https://www.youtube.com/watch?v=otIU6Py4K_A\" rel=\"external\">former resort town\u003c/a>, about 65 miles north of the Mexican border do not have high-speed Internet. The school bus Wi-Fi program the district started this fall is one example of how a poor and underserved community is trying to help students get better connected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>President Barack Obama mentioned the district’s efforts in a \u003ca href=\"https://www.youtube.com/watch?v=8ZYREEdzhQ8\" rel=\"external\">in a recent speech in Washington, D.C.\u003c/a>, calling the effort “really smart. You’ve got underutilized resources — buses in the evening — so you put the routers on, disperse them, and suddenly everybody is connected.”\u003c/p>\n\u003cfigure id=\"attachment_38833\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3.jpg\">\u003cimg class=\"size-medium wp-image-38833\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3-300x399.jpg\" alt=\"A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\" width=\"300\" height=\"399\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\u003c/figcaption>\u003c/figure>\n\u003cp>The effort comes at a time when a lack of internet access in homes and schools remains a huge challenge. Earlier this month the Federal Communications Commission voted to increase funding for the federal e-rate program, which provides money for school districts to access the Internet, by $1.5 billion for a total of $3.9 billion annually. But the money goes to schools, not home Internet access, and roughly half of low-income families nationwide lack Internet service.\u003c/p>\n\u003cp>“Come on. We can do better than that as a nation, especially for our low-income families and our disadvantaged families,’’ said Adams of Coachella, where the school district is one of the nation’s poorest.\u003c/p>\n\u003cp>The district spans about 1,220 square miles of craggy mountains and sandy valleys; nearly nine out of ten students in the district qualify for free or reduced price lunches. More than half of the children are not fluent in English. About 2,000 students are the children of migrant farm workers. Date groves, citrus trees and grapes vines flourish on irrigated land.\u003c/p>\n\u003cp>Last year, district leaders gave every child a tablet computer to use in the classroom and at home. They trained teachers and set up in-house teams to improve lessons. This fall, they started the school bus Wi-Fi program, but so far only two buses have been fitted with Wi-Fi routers; the district has about 90 buses.\u003c/p>\n\u003cp>Many children ride buses more than an hour each way to school. Their ride weaves through an unfinished housing development near the salty, man-made lake. Modest houses, RVs and trailers provide affordable homes for people who live here.\u003c/p>\n\u003cp>[contextly_sidebar id=\"WX8gZF7gzdRdBXqCs1Z9QaDoHC2Kp2vz\"]\u003c/p>\n\u003cp>At school, students use the tablets and the Internet to tap into a variety of educational resources, including self-paced lessons. After students got the tablet computers, completion rates for a required online health class increased, said Richard Pimentel, the West Shores principal.\u003c/p>\n\u003cp>Jasmine Jimenez, 13, said she sometimes stays after school to finish her schoolwork. Her Internet connection at home is not reliable. If she could get online during her long ride home on the bus, she wouldn’t have to worry about getting someone to come late to school to pick her up.\u003c/p>\n\u003cp>“It won’t be a big bug to ask your parents to pick you up,” she said.\u003c/p>\n\u003cp>As more schools get online, and teachers develop lessons that make use of new technology, more people are paying attention to at-home access.\u003c/p>\n\u003cp>“I think that’s the last frontier, the biggest divide,” said Sara Schapiro, the director of the League of Innovative Schools, a Washington, D.C., nonprofit that works with districts to develop and share effective school technology plans.\u003c/p>\n\u003cp>The educators at Coachella Unified still haven’t figured out all the logistics for the Wi-Fi school buses. Trailer parks are on private land, so each location requires cooperation from owners. And they need to find a way to keep the connection on longer than the hour of battery life available at night. The latest idea is mounting a solar panel on the bus, said Michelle Murphy, the district’s chief technology officer.\u003c/p>\n\u003cp>The district must also carve out money to pay for this. They estimate it will cost about $290,000 for 90 buses, district officials said. Lacking that money, they started with what they could do now. The first wired bus went to West Shores High School because the need is greatest there.\u003c/p>\n\u003cp>Jose Leon, 17, senior, said he is glad his school is investing in the Wi-Fi on school buses. He could have used it a few years earlier.\u003c/p>\n\u003cp>“At that time, I didn’t have the Internet at home,” Leon said, “so, I mean, that would have been really helpful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ci>This story was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/content/kids-no-internet-home-parking-wifi-enabled-school-bus-near-trailer-park_18464/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news website focused on inequality and innovation in education. \u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38832\" class=\"wp-caption alignnone\" style=\"max-width: 1152px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\">\u003cimg class=\"size-full wp-image-38832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg\" alt=\"Flickr/dhendrix73\" width=\"1152\" height=\"488\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-400x169.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-800x339.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-768x325.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/dhendrix73-School-bus-6906652333_15c78b3740_o-320x136.jpg 320w\" sizes=\"(max-width: 1152px) 100vw, 1152px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr/dhendrix73\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Nichole Dobo, The Hechinger Report\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Near the shore of the murky \u003ca href=\"https://www.youtube.com/watch?v=8TjGAWxL23c\" rel=\"external\">Salton Sea\u003c/a> in this southern California desert, a bus drives up to West Shores High School each day with a critical connection: A Wi-Fi router mounted behind an interior mirror, providing Internet access for students whose homes aren’t wired.\u003c/p>\n\u003cp>At night, the bus driver parks on a sand driveway in a trailer park. There, the hotspot is available to students as long as the battery lasts. On most nights, it fades after one hour.\u003c/p>\n\u003cp>“I had kids sitting outside my office yesterday because they want to connect to the Internet at, like, 6 o’clock at night,” said Darryl Adams, superintendent of schools of the Coachella Valley Unified District.\u003c/p>\n\u003cp>Unlike the wired and wealthy Silicon Valley in northern California, many homes in the \u003ca href=\"https://www.youtube.com/watch?v=otIU6Py4K_A\" rel=\"external\">former resort town\u003c/a>, about 65 miles north of the Mexican border do not have high-speed Internet. The school bus Wi-Fi program the district started this fall is one example of how a poor and underserved community is trying to help students get better connected.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>President Barack Obama mentioned the district’s efforts in a \u003ca href=\"https://www.youtube.com/watch?v=8ZYREEdzhQ8\" rel=\"external\">in a recent speech in Washington, D.C.\u003c/a>, calling the effort “really smart. You’ve got underutilized resources — buses in the evening — so you put the routers on, disperse them, and suddenly everybody is connected.”\u003c/p>\n\u003cfigure id=\"attachment_38833\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3.jpg\">\u003cimg class=\"size-medium wp-image-38833\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Coachella-3-300x399.jpg\" alt=\"A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\" width=\"300\" height=\"399\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A Wi-Fi router is mounted behind the interior driver’s mirror inside this Coachella Valley Unified School District bus. (Credit: Nichole Dobo, The Hechinger Report)\u003c/figcaption>\u003c/figure>\n\u003cp>The effort comes at a time when a lack of internet access in homes and schools remains a huge challenge. Earlier this month the Federal Communications Commission voted to increase funding for the federal e-rate program, which provides money for school districts to access the Internet, by $1.5 billion for a total of $3.9 billion annually. But the money goes to schools, not home Internet access, and roughly half of low-income families nationwide lack Internet service.\u003c/p>\n\u003cp>“Come on. We can do better than that as a nation, especially for our low-income families and our disadvantaged families,’’ said Adams of Coachella, where the school district is one of the nation’s poorest.\u003c/p>\n\u003cp>The district spans about 1,220 square miles of craggy mountains and sandy valleys; nearly nine out of ten students in the district qualify for free or reduced price lunches. More than half of the children are not fluent in English. About 2,000 students are the children of migrant farm workers. Date groves, citrus trees and grapes vines flourish on irrigated land.\u003c/p>\n\u003cp>Last year, district leaders gave every child a tablet computer to use in the classroom and at home. They trained teachers and set up in-house teams to improve lessons. This fall, they started the school bus Wi-Fi program, but so far only two buses have been fitted with Wi-Fi routers; the district has about 90 buses.\u003c/p>\n\u003cp>Many children ride buses more than an hour each way to school. Their ride weaves through an unfinished housing development near the salty, man-made lake. Modest houses, RVs and trailers provide affordable homes for people who live here.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>At school, students use the tablets and the Internet to tap into a variety of educational resources, including self-paced lessons. After students got the tablet computers, completion rates for a required online health class increased, said Richard Pimentel, the West Shores principal.\u003c/p>\n\u003cp>Jasmine Jimenez, 13, said she sometimes stays after school to finish her schoolwork. Her Internet connection at home is not reliable. If she could get online during her long ride home on the bus, she wouldn’t have to worry about getting someone to come late to school to pick her up.\u003c/p>\n\u003cp>“It won’t be a big bug to ask your parents to pick you up,” she said.\u003c/p>\n\u003cp>As more schools get online, and teachers develop lessons that make use of new technology, more people are paying attention to at-home access.\u003c/p>\n\u003cp>“I think that’s the last frontier, the biggest divide,” said Sara Schapiro, the director of the League of Innovative Schools, a Washington, D.C., nonprofit that works with districts to develop and share effective school technology plans.\u003c/p>\n\u003cp>The educators at Coachella Unified still haven’t figured out all the logistics for the Wi-Fi school buses. Trailer parks are on private land, so each location requires cooperation from owners. And they need to find a way to keep the connection on longer than the hour of battery life available at night. The latest idea is mounting a solar panel on the bus, said Michelle Murphy, the district’s chief technology officer.\u003c/p>\n\u003cp>The district must also carve out money to pay for this. They estimate it will cost about $290,000 for 90 buses, district officials said. Lacking that money, they started with what they could do now. The first wired bus went to West Shores High School because the need is greatest there.\u003c/p>\n\u003cp>Jose Leon, 17, senior, said he is glad his school is investing in the Wi-Fi on school buses. He could have used it a few years earlier.\u003c/p>\n\u003cp>“At that time, I didn’t have the Internet at home,” Leon said, “so, I mean, that would have been really helpful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003ci>This story was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/content/kids-no-internet-home-parking-wifi-enabled-school-bus-near-trailer-park_18464/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news website focused on inequality and innovation in education. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Coding Bootcamps Emerge as Fast Tracks to 6 Figure Salaries",
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"content": "\u003cfigure id=\"attachment_38795\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\" alt=\"At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves. (Claudine Gossett/Dev Bootcamp)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38795\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cbr>\nBy Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/20/370954988/twelve-weeks-to-a-six-figure-job\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Marlon Frausto is in pursuit of the new American dream. Just a few weeks ago he left his job, in Hispanic marketing for the legal industry, and moved to San Francisco.\u003c/p>\n\u003cp>Every day he wakes at 5:30 a.m., commutes 45 minutes by train, and studies until 9 or 10 at night. He's spending down his savings and says he's getting help from \"my loving family.\"\u003c/p>\n\u003cp>At age 26, Frausto has gone back to school. Sort of. He's enrolled in a brand-new kind of trade school: the immersive web-development program, also known as a \"coder boot camp.\" These programs promise, for several thousand dollars, to take people like Frausto and, in a manner of weeks, turn them into job-ready web developers.\u003c/p>\n\u003cp>Virtually unknown just four years ago, today at least 50 of these programs have sprung up around the country and overseas. Collectively, the sector has taken in an estimated $73 million in tuition since 2011.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the top programs say they are placing the vast majority of their graduates into jobs earning just under six figures in a rapidly expanding field — filling a need for practical, hands-on skills that traditional college programs, in many cases, don't.\u003c/p>\n\u003cp>\"The main portion [that attracted me] was the empowerment — being able to create something in terms of technology,\" says Frausto, a slight man in a baseball cap with a mustache waxed straight out to sharp points. \"That, and obtaining a trade.\"\u003c/p>\n\u003cp>Coder boot camps are poised to get much, much bigger. This past summer, Kaplan, one of the largest education companies, acquired Dev Bootcamp, where Frausto is enrolled. These programs constitute nothing less than a new business model for for-profit vocational education. But their creators believe their greatest innovation may actually be in the realm of learning itself.\u003c/p>\n\u003cp>\"This was a chance to think about education in a very different way, and the way I think education should be,\" says Anne Spalding, the director of Dev Bootcamp in San Francisco.\u003c/p>\n\u003cp>Spalding left a tenured position as a computer science professor at Colorado Mesa University to take this job just under two years ago. Her new \"campus\" is a well-worn floor of offices in the South of Market neighborhood in San Francisco's central business district.\u003c/p>\n\u003cp>There's a space for daily yoga sessions for the 75-odd students, as required by the California vibe police. (Life coaches are also available, as are weekly sessions on social and emotional skills like empathy and giving and receiving feedback). There are rows of Macs everywhere and a kitchen where students keep bins of groceries — they're usually working straight through breakfast, lunch and dinner.\u003c/p>\n\u003cp>Spalding originally came to the city on sabbatical. She wound up helping with the very first cohort of Dev Bootcamp.\u003c/p>\n\u003cp>\"The primary difference [from a university] is the intensity of the program,\" she says. That and the changed role of teachers, from being the \"sole source of knowledge,\" she explains, \"to creating a guided learning environment where knowledge comes from everyone and is shared by everyone.\"\u003c/p>\n\u003cfigure id=\"attachment_38796\" class=\"wp-caption alignnone\" style=\"max-width: 799px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\" alt='At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges. (Claudine Gossett/Dev Bootcamp)' width=\"799\" height=\"532\" class=\"size-full wp-image-38796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg 799w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-320x213.jpg 320w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>So, how do these programs work? I spent an afternoon at the San Francisco site to find out.\u003c/p>\n\u003cp>Students have two quick lectures or Q&A sessions, one in the morning and one in the afternoon, that focus on teaching them how to teach themselves. I heard one lecturer explain to brand-new students how to debug a program by Googling for help.\u003c/p>\n\u003cp>Each lecture is followed by a coding challenge. Usually this is completed through a method called \"pair programming\", a common industry practice where two programmers share duplicate screens, correcting each others' mistakes as they go. In the final weeks, students propose and build a project. Then they spend a career week\" working on their portfolios and interviewing skills.\u003c/p>\n\u003cp>\u003cstrong>Uniting 'Practice and Theory' \u003c/strong>\u003c/p>\n\u003cp>Frausto is in the third three-week module of the program. On the day that I visit he is paired with Murat Gocmen, 35, originally from Turkey. The two of them are tasked with building a \"clone\" of a web site called Stack Overflow — a question-and-answer site where users can submit answers and vote them up or down.\u003c/p>\n\u003cp>The two students put a yellow Post-it note atop their monitor, signaling that they're stuck. A teacher, another student or a paid alumni mentor may come around to assist.\u003c/p>\n\u003cp>\"Practice and theory are one and the same here,\" Frausto says. \"I just thought it was a very integrated approach to education that isn't available anywhere else.\"\u003c/p>\n\u003cp>Coder boot camps arose as an elegant solution to a problem of supply and demand.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OsKvI7YGsrpZ1BnDDbvQJzs6UOoF4vVJ\"]\u003c/p>\n\u003cp>This is one of the fastest-growing areas of the job market, and average salaries are high: from $62,500 for a web developer to $93,350 for a software developer, and even higher in competitive cities like San Francisco. Outside the traditional tech fields, a basic familiarity with code is helpful in design, journalism, education, marketing, business, finance, scientific research, and many more.\u003c/p>\n\u003cp>At the same time, in just the past five years, the nature of coding itself has changed. Programming languages like JavaScript and Ruby, essential for websites and web browser-based applications, are evolving to be increasingly powerful, even for novices.\u003c/p>\n\u003cp>When you compare today's toolkits, frameworks, and scripts to the earlier days of programming, it's like the difference between hand-carving a set of wooden blocks to build a model house, and snapping together some Legos.\u003c/p>\n\u003cp>It's that technological progress that makes it plausible, just barely, for these programs to advertise that, in just 10 to 19 weeks: \"We are teaching them enough to be able to get a job and get paid to keep learning,\" in Spalding's words.\u003c/p>\n\u003cp>Patrick Sarnacke has hired many Dev Bootcamp and other \"boot camp\" graduates at ThoughtWorks. It's a global software consultancy headquartered in Chicago and Sarnacke is head of the associate consultant program.\u003c/p>\n\u003cp>\"Just because someone has a four-year computer science degree doesn't mean they're going to be great coders in the business world,\" he says. \"A lot of traditional programs aren't teaching the skills people need.\"\u003c/p>\n\u003cp>On the other hand, Sarnacke says, \"The boot camps cut right to the chase.\" While graduates generally have some weaknesses in the area of computer-science theory, \"They have experience. They know the engineering practices and the software methodologies that we use.\"\u003c/p>\n\u003cfigure id=\"attachment_38797\" class=\"wp-caption alignnone\" style=\"max-width: 2805px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\" alt=\"Students learning to code at General Assembly in New York City. (Courtesy of General Assembly) \" width=\"2805\" height=\"1870\" class=\"size-full wp-image-38797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg 2805w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-320x213.jpg 320w\" sizes=\"(max-width: 2805px) 100vw, 2805px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students learning to code at General Assembly in New York City.\u003cbr>(Courtesy of General Assembly)\u003cbr>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Selling Access\u003c/strong>\u003c/p>\n\u003cp>There are as many different ways to learn coding today as there are people who want to study it: free online tutorials like Codecademy; paid online communities like Treehouse; nonprofit, in-person mentoring groups like Black Girls Code; and of course traditional and online university programs.\u003c/p>\n\u003cp>The coder boot camp is a hybrid of all of these that sprang up almost by accident. In the beginning of 2011, entrepreneur Shereef Bishay was teaching one of his best friends how to code. He thought it would be more fun in a group, so he posted on an online community called HackerNews that he was thinking of holding a 10-week intensive training to share what he knew about programming.\u003c/p>\n\u003cp>In the first week he had over 200 applications, and Dev Bootcamp was off and running in San Francisco. They've since expanded to Chicago and New York. At about the same time, General Assembly, a co-working space in downtown Manhattan founded in 2010, began adding evening classes and workshops in design, technology, and entrepreneurship. In response to requests, they introduced their own full-time immersive web development program, which now has locations in Sydney, Melbourne and Hong Kong.\u003c/p>\n\u003cp>These programs tend to claim that nine out of 10 of their graduates get hired, with starting salaries between $75,000 and $110,000. It's difficult to independently verify these numbers.\u003c/p>\n\u003cp>In exchange, Dev Bootcamp charges $12,200. General Assembly's Web Development Immersive is $11,500. And don't go looking for a Pell Grant or even a student loan. Coder boot camps are not accredited by any federal or state education agency, and they're not interested in doing so. They will vouch that you've successfully completed the program, but that's it.\u003c/p>\n\u003cp>\"We're not selling a degree. We're selling an experience, a job, and access to our community,\" says Jake Schwartz, co-founder of General Assembly. (General Assembly has begun work on a \u003ca href=\"http://www.npr.org/blogs/ed/2014/10/15/356199691/a-new-credential-for-the-tech-industry\">set of alternative credentials \u003c/a>that it hopes will be recognized by industry partners like GE.)\u003c/p>\n\u003cp>\u003cstrong>Regulatory Questions\u003cbr>\u003c/strong>\u003c/p>\n\u003cp>In January, a division of the California Office of Consumer Affairs that regulates trade schools warned General Assembly and several other boot camps that they could face fines up of to $50,000 and a shutdown if they didn't come into compliance with the regulations that govern such schools.\u003c/p>\n\u003cp>But Schwartz says the state was asking for little more than basic measures, like an enrollment agreement that clearly discloses all terms of the program. \"At the end of the day their goal is not regulating what we teach, it's consumer protection, which we are very much in favor of.\"\u003c/p>\n\u003cp>Somewhat paradoxically, Schwartz argues that this lack of regulation is part of what keeps his business honest, and sets it apart from the bulk of the for-profit education industry.\u003c/p>\n\u003cp>[contextly_sidebar id=\"jUhOA5kStMWfZRWQBULbPmwJHny9T9Zv\"]\u003c/p>\n\u003cp>\"The problem with for-profits has been that they evolved to become machines for gobs of Title IV funding,\" he says, referring to the category that covers federal higher-education aid. Indeed, for-profit technical schools get as much as 90 percent of their money from these sources. In response to increased regulatory pressure and bad publicity, \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/07/362069843/for-profit-colleges-sue-the-federal-government\">enrollment across the sector\u003c/a> has fallen sharply in recent years.\u003c/p>\n\u003cp>By contrast, at a coder boot camp, students are paying out of pocket, which should in theory make them more attentive to the question of return on investment. \"Our students are taking on a significant risk here,\" says Spalding. \"They're looking to change their lives.\"\u003c/p>\n\u003cp>Boot camps demand a full-time, if short, commitment, and offer few scholarships (Dev Bootcamp has a $500 discount for veterans, minorities and women). That makes them more elite than, say, a community college or typical online program.\u003c/p>\n\u003cp>Participants tend to have resources, and at least some college and work experience. They are not much more diverse than the predominantly white, male tech workforce in general.\u003c/p>\n\u003cp>The application process for Dev Bootcamp is similar to a job application, and people complete a 9-week, part-time introduction online before they come to campus. And, Dev Bootcamp says, about 95 percent complete the program — that includes those who repeat the first six weeks, which you can do for free.\u003c/p>\n\u003cp>All this helps explain their stellar reported job-placement rates. But it also would seem to place a limit on growth.\u003c/p>\n\u003cp>\u003cstrong>Thumbs Up / Thumbs Down\u003c/strong>\u003c/p>\n\u003cp>If you comb comment threads on websites, you'll find some disgruntled boot camp participants.\u003c/p>\n\u003cp>\"I quit my job, emptied my bank account and essentially abandoned my family for almost three months pursuing my education at Dev Bootcamp. All of this for training which was far less effective than the website made it out to be, and a promised career as a developer which has yet to materialize, and I don't expect will ever materialize,\" wrote a user named \"ingbird\" on a site called techendo.com.\u003c/p>\n\u003cp>\"It's really the Wild Wild West of education,\" says Dan Gailey. He started techendo to collect independent reviews of boot camps after being unable to get verifiable information on job-placement rates from the schools themselves. \"Some people really loved [their experience], and learned a lot. Some people don't. They feel like they were taken.\"\u003c/p>\n\u003cp>The top coder boot camps have lots of happy graduates too.\u003c/p>\n\u003cp>Laura Mead graduated from UCLA in June 2013 as an English major and went to Dev Bootcamp that fall. As she was completing the program, she was recruited by the sales software company Salesforce; and a few weeks ago, Twitter hired her away from there, into a six-figure engineering position.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I'm not afraid to say I can learn whatever you need me to learn,\" says the 23-year-old. \"That's the way a lot of DBC people get hired.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=12+Weeks+To+A+6-Figure+Job&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38795\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_005_h_slide-630ba43535ce82de7cc0ef1567d53001abfdd4fb-e1419259164381.jpg\" alt=\"At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves. (Claudine Gossett/Dev Bootcamp)\" width=\"640\" height=\"960\" class=\"size-full wp-image-38795\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, group lectures focus on teaching students to teach themselves.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cbr>\nBy Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2014/12/20/370954988/twelve-weeks-to-a-six-figure-job\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Marlon Frausto is in pursuit of the new American dream. Just a few weeks ago he left his job, in Hispanic marketing for the legal industry, and moved to San Francisco.\u003c/p>\n\u003cp>Every day he wakes at 5:30 a.m., commutes 45 minutes by train, and studies until 9 or 10 at night. He's spending down his savings and says he's getting help from \"my loving family.\"\u003c/p>\n\u003cp>At age 26, Frausto has gone back to school. Sort of. He's enrolled in a brand-new kind of trade school: the immersive web-development program, also known as a \"coder boot camp.\" These programs promise, for several thousand dollars, to take people like Frausto and, in a manner of weeks, turn them into job-ready web developers.\u003c/p>\n\u003cp>Virtually unknown just four years ago, today at least 50 of these programs have sprung up around the country and overseas. Collectively, the sector has taken in an estimated $73 million in tuition since 2011.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the top programs say they are placing the vast majority of their graduates into jobs earning just under six figures in a rapidly expanding field — filling a need for practical, hands-on skills that traditional college programs, in many cases, don't.\u003c/p>\n\u003cp>\"The main portion [that attracted me] was the empowerment — being able to create something in terms of technology,\" says Frausto, a slight man in a baseball cap with a mustache waxed straight out to sharp points. \"That, and obtaining a trade.\"\u003c/p>\n\u003cp>Coder boot camps are poised to get much, much bigger. This past summer, Kaplan, one of the largest education companies, acquired Dev Bootcamp, where Frausto is enrolled. These programs constitute nothing less than a new business model for for-profit vocational education. But their creators believe their greatest innovation may actually be in the realm of learning itself.\u003c/p>\n\u003cp>\"This was a chance to think about education in a very different way, and the way I think education should be,\" says Anne Spalding, the director of Dev Bootcamp in San Francisco.\u003c/p>\n\u003cp>Spalding left a tenured position as a computer science professor at Colorado Mesa University to take this job just under two years ago. Her new \"campus\" is a well-worn floor of offices in the South of Market neighborhood in San Francisco's central business district.\u003c/p>\n\u003cp>There's a space for daily yoga sessions for the 75-odd students, as required by the California vibe police. (Life coaches are also available, as are weekly sessions on social and emotional skills like empathy and giving and receiving feedback). There are rows of Macs everywhere and a kitchen where students keep bins of groceries — they're usually working straight through breakfast, lunch and dinner.\u003c/p>\n\u003cp>Spalding originally came to the city on sabbatical. She wound up helping with the very first cohort of Dev Bootcamp.\u003c/p>\n\u003cp>\"The primary difference [from a university] is the intensity of the program,\" she says. That and the changed role of teachers, from being the \"sole source of knowledge,\" she explains, \"to creating a guided learning environment where knowledge comes from everyone and is shared by everyone.\"\u003c/p>\n\u003cfigure id=\"attachment_38796\" class=\"wp-caption alignnone\" style=\"max-width: 799px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg\" alt='At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges. (Claudine Gossett/Dev Bootcamp)' width=\"799\" height=\"532\" class=\"size-full wp-image-38796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa.jpg 799w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-768x511.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/20141210_dbcsf_169_l_slide-6c0f00c3ff71eec42ce448854c367a80fbe404aa-320x213.jpg 320w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">At Dev Bootcamp in San Francisco, students spend most of the day in the \"lab,\" pairing with one another on coding challenges.\u003cbr>(Claudine Gossett/Dev Bootcamp)\u003c/figcaption>\u003c/figure>\n\u003cp>So, how do these programs work? I spent an afternoon at the San Francisco site to find out.\u003c/p>\n\u003cp>Students have two quick lectures or Q&A sessions, one in the morning and one in the afternoon, that focus on teaching them how to teach themselves. I heard one lecturer explain to brand-new students how to debug a program by Googling for help.\u003c/p>\n\u003cp>Each lecture is followed by a coding challenge. Usually this is completed through a method called \"pair programming\", a common industry practice where two programmers share duplicate screens, correcting each others' mistakes as they go. In the final weeks, students propose and build a project. Then they spend a career week\" working on their portfolios and interviewing skills.\u003c/p>\n\u003cp>\u003cstrong>Uniting 'Practice and Theory' \u003c/strong>\u003c/p>\n\u003cp>Frausto is in the third three-week module of the program. On the day that I visit he is paired with Murat Gocmen, 35, originally from Turkey. The two of them are tasked with building a \"clone\" of a web site called Stack Overflow — a question-and-answer site where users can submit answers and vote them up or down.\u003c/p>\n\u003cp>The two students put a yellow Post-it note atop their monitor, signaling that they're stuck. A teacher, another student or a paid alumni mentor may come around to assist.\u003c/p>\n\u003cp>\"Practice and theory are one and the same here,\" Frausto says. \"I just thought it was a very integrated approach to education that isn't available anywhere else.\"\u003c/p>\n\u003cp>Coder boot camps arose as an elegant solution to a problem of supply and demand.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>This is one of the fastest-growing areas of the job market, and average salaries are high: from $62,500 for a web developer to $93,350 for a software developer, and even higher in competitive cities like San Francisco. Outside the traditional tech fields, a basic familiarity with code is helpful in design, journalism, education, marketing, business, finance, scientific research, and many more.\u003c/p>\n\u003cp>At the same time, in just the past five years, the nature of coding itself has changed. Programming languages like JavaScript and Ruby, essential for websites and web browser-based applications, are evolving to be increasingly powerful, even for novices.\u003c/p>\n\u003cp>When you compare today's toolkits, frameworks, and scripts to the earlier days of programming, it's like the difference between hand-carving a set of wooden blocks to build a model house, and snapping together some Legos.\u003c/p>\n\u003cp>It's that technological progress that makes it plausible, just barely, for these programs to advertise that, in just 10 to 19 weeks: \"We are teaching them enough to be able to get a job and get paid to keep learning,\" in Spalding's words.\u003c/p>\n\u003cp>Patrick Sarnacke has hired many Dev Bootcamp and other \"boot camp\" graduates at ThoughtWorks. It's a global software consultancy headquartered in Chicago and Sarnacke is head of the associate consultant program.\u003c/p>\n\u003cp>\"Just because someone has a four-year computer science degree doesn't mean they're going to be great coders in the business world,\" he says. \"A lot of traditional programs aren't teaching the skills people need.\"\u003c/p>\n\u003cp>On the other hand, Sarnacke says, \"The boot camps cut right to the chase.\" While graduates generally have some weaknesses in the area of computer-science theory, \"They have experience. They know the engineering practices and the software methodologies that we use.\"\u003c/p>\n\u003cfigure id=\"attachment_38797\" class=\"wp-caption alignnone\" style=\"max-width: 2805px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg\" alt=\"Students learning to code at General Assembly in New York City. (Courtesy of General Assembly) \" width=\"2805\" height=\"1870\" class=\"size-full wp-image-38797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2.jpg 2805w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/12/ga-01-0575_slide-5abae77b0e8127eb7823c3600e28240271e3f4a2-320x213.jpg 320w\" sizes=\"(max-width: 2805px) 100vw, 2805px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students learning to code at General Assembly in New York City.\u003cbr>(Courtesy of General Assembly)\u003cbr>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Selling Access\u003c/strong>\u003c/p>\n\u003cp>There are as many different ways to learn coding today as there are people who want to study it: free online tutorials like Codecademy; paid online communities like Treehouse; nonprofit, in-person mentoring groups like Black Girls Code; and of course traditional and online university programs.\u003c/p>\n\u003cp>The coder boot camp is a hybrid of all of these that sprang up almost by accident. In the beginning of 2011, entrepreneur Shereef Bishay was teaching one of his best friends how to code. He thought it would be more fun in a group, so he posted on an online community called HackerNews that he was thinking of holding a 10-week intensive training to share what he knew about programming.\u003c/p>\n\u003cp>In the first week he had over 200 applications, and Dev Bootcamp was off and running in San Francisco. They've since expanded to Chicago and New York. At about the same time, General Assembly, a co-working space in downtown Manhattan founded in 2010, began adding evening classes and workshops in design, technology, and entrepreneurship. In response to requests, they introduced their own full-time immersive web development program, which now has locations in Sydney, Melbourne and Hong Kong.\u003c/p>\n\u003cp>These programs tend to claim that nine out of 10 of their graduates get hired, with starting salaries between $75,000 and $110,000. It's difficult to independently verify these numbers.\u003c/p>\n\u003cp>In exchange, Dev Bootcamp charges $12,200. General Assembly's Web Development Immersive is $11,500. And don't go looking for a Pell Grant or even a student loan. Coder boot camps are not accredited by any federal or state education agency, and they're not interested in doing so. They will vouch that you've successfully completed the program, but that's it.\u003c/p>\n\u003cp>\"We're not selling a degree. We're selling an experience, a job, and access to our community,\" says Jake Schwartz, co-founder of General Assembly. (General Assembly has begun work on a \u003ca href=\"http://www.npr.org/blogs/ed/2014/10/15/356199691/a-new-credential-for-the-tech-industry\">set of alternative credentials \u003c/a>that it hopes will be recognized by industry partners like GE.)\u003c/p>\n\u003cp>\u003cstrong>Regulatory Questions\u003cbr>\u003c/strong>\u003c/p>\n\u003cp>In January, a division of the California Office of Consumer Affairs that regulates trade schools warned General Assembly and several other boot camps that they could face fines up of to $50,000 and a shutdown if they didn't come into compliance with the regulations that govern such schools.\u003c/p>\n\u003cp>But Schwartz says the state was asking for little more than basic measures, like an enrollment agreement that clearly discloses all terms of the program. \"At the end of the day their goal is not regulating what we teach, it's consumer protection, which we are very much in favor of.\"\u003c/p>\n\u003cp>Somewhat paradoxically, Schwartz argues that this lack of regulation is part of what keeps his business honest, and sets it apart from the bulk of the for-profit education industry.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"The problem with for-profits has been that they evolved to become machines for gobs of Title IV funding,\" he says, referring to the category that covers federal higher-education aid. Indeed, for-profit technical schools get as much as 90 percent of their money from these sources. In response to increased regulatory pressure and bad publicity, \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/07/362069843/for-profit-colleges-sue-the-federal-government\">enrollment across the sector\u003c/a> has fallen sharply in recent years.\u003c/p>\n\u003cp>By contrast, at a coder boot camp, students are paying out of pocket, which should in theory make them more attentive to the question of return on investment. \"Our students are taking on a significant risk here,\" says Spalding. \"They're looking to change their lives.\"\u003c/p>\n\u003cp>Boot camps demand a full-time, if short, commitment, and offer few scholarships (Dev Bootcamp has a $500 discount for veterans, minorities and women). That makes them more elite than, say, a community college or typical online program.\u003c/p>\n\u003cp>Participants tend to have resources, and at least some college and work experience. They are not much more diverse than the predominantly white, male tech workforce in general.\u003c/p>\n\u003cp>The application process for Dev Bootcamp is similar to a job application, and people complete a 9-week, part-time introduction online before they come to campus. And, Dev Bootcamp says, about 95 percent complete the program — that includes those who repeat the first six weeks, which you can do for free.\u003c/p>\n\u003cp>All this helps explain their stellar reported job-placement rates. But it also would seem to place a limit on growth.\u003c/p>\n\u003cp>\u003cstrong>Thumbs Up / Thumbs Down\u003c/strong>\u003c/p>\n\u003cp>If you comb comment threads on websites, you'll find some disgruntled boot camp participants.\u003c/p>\n\u003cp>\"I quit my job, emptied my bank account and essentially abandoned my family for almost three months pursuing my education at Dev Bootcamp. All of this for training which was far less effective than the website made it out to be, and a promised career as a developer which has yet to materialize, and I don't expect will ever materialize,\" wrote a user named \"ingbird\" on a site called techendo.com.\u003c/p>\n\u003cp>\"It's really the Wild Wild West of education,\" says Dan Gailey. He started techendo to collect independent reviews of boot camps after being unable to get verifiable information on job-placement rates from the schools themselves. \"Some people really loved [their experience], and learned a lot. Some people don't. They feel like they were taken.\"\u003c/p>\n\u003cp>The top coder boot camps have lots of happy graduates too.\u003c/p>\n\u003cp>Laura Mead graduated from UCLA in June 2013 as an English major and went to Dev Bootcamp that fall. As she was completing the program, she was recruited by the sales software company Salesforce; and a few weeks ago, Twitter hired her away from there, into a six-figure engineering position.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I'm not afraid to say I can learn whatever you need me to learn,\" says the 23-year-old. \"That's the way a lot of DBC people get hired.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=12+Weeks+To+A+6-Figure+Job&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can a Child’s Creativity and Persistence be Assessed by a Game?",
"title": "Can a Child’s Creativity and Persistence be Assessed by a Game?",
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"content": "\u003cfigure id=\"attachment_38728\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground.jpg\">\u003cimg class=\"size-large wp-image-38728\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground-640x360.jpg\" alt=\"Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have long known academic standards are only one part of nurturing a well-rounded and successful student. There are a host of other skills like creativity, persistence, critical thinking, collaboration and empathy that help make a student successful in school and in life, but are less quantifiable. Current assessment systems aren't set up to measure these very important but less measurable skills, so policymakers have focused on standardized tests that try to capture what a student knows, not how he or she can apply that information. Game-based learning has entered the assessment field with hopes of measuring both content-specific knowledge and softer skills at the same time, through the mechanics of the game.\u003c/p>\n\u003cp>“I believe that assessment should be open and transparent and flexible and gently surround and support student learning or groups of students learning together,” said \u003ca href=\"http://myweb.fsu.edu/vshute/\" target=\"_blank\">Valerie Shute\u003c/a>, a professor of Educational Psychology and Learning Systems at Florida State University in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb webinar\u003c/a>. She’s been experimenting with digital games as a way to more firmly link learning and assessment, hoping to show the two can happen inseparably. She’s particularly interested in how to measure improvement in the less tangible areas that are hard to measure, like creativity and persistence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Games require a player to apply all sorts of competencies in the process of playing in order to succeed.'\u003c/aside>\n\u003cp>\"One of the big challenges standing in the way of schools embracing some of these new skills is there is a shortage of valid ways of testing them,\" Shute said. To rethink assessment, Shute, among others, is trying to meld elements of good game design with specific tasks that require students to demonstrate competency to see whether games can be a valid way of formatively assessing students, especially on the hard-to-measure skills.\u003c/p>\n\u003cp>“Games require a player to apply all sorts of competencies in the process of playing in order to succeed,” Shute said. The best ones work as a system, requiring interactive problem-solving between the player and the game. Good games also have specific goals and rules to keep a student focused and have adaptable challenges to keep the player at a difficulty level tailored to the individual’s outer edge of “do-ability.” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">Kids enjoy challenging games, as long as they aren’t too frustrated\u003c/a>. Games also offer students some control over gameplay, ongoing feedback and sensory stimuli in the form of graphics, sounds or narrative.\u003c/p>\n\u003cp>Those qualities mirror good learning experiences in any form. The key is to create a game that teaches the concepts students need to learn without messing up the unique engagement that good games provide. That’s where what Shute calls “stealth assessment” comes in -- it’s seamless and ubiquitous, providing important feedback to the student and creating a model of the learner that can help teachers tap the individual needs of each student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>DESIGNING A LEARNING GAME\u003c/strong>\u003c/p>\n\u003cp>“It starts by articulating a competency model,” Shute said. “This is what you want to say about the student at the end of the day in terms of knowledge and skills and dispositions.” Shute and her team designed a game to teach physics, creativity and conscientousness using a method called Evidence Based Design. They figured out what evidence would prove kids were learning in those three areas, designed tasks to evoke that evidence and compared the results to other evaluation methods that have already been validated.\u003c/p>\n\u003cp>[contextly_sidebar id=\"TOxuj22MY0nL3lKNqhqrr5etX0NpVVzA\"]\u003c/p>\n\u003cp>For example, the team broke creativity down into a cognitive category and a dispositional one. In the cognitive category there were elements like divergent thinking, flexibility and originality. “Each one of those facets had a number of different indicators which were what a person did in the game that would provide evidence towards those particular facets,” Shute said. One way the game examines creativity is with a challenge for students to design a solvable level on their own for a friend.\u003c/p>\n\u003cp>For conscientiousness, researchers were looking for evidence of persistence, perfectionism, organization and carefulness. Persistence was measured by the time a student spent on a difficult problem and how many times she restarted the problem to try it again. Shute contends the game provides more accurate information about qualities like creativity and persistence than the common self-reported survey method, where it’s easy for students to say they persist through challenges, but there’s no proof that they actually do.\u003c/p>\n\u003cp>\u003cstrong>PHYSICS PLAYGROUND\u003c/strong>\u003c/p>\n\u003cp>Shute and her colleagues designed\u003ca href=\"http://empiricalgames.org/ppunity5/demo.html\" target=\"_blank\"> Physics Playground \u003c/a>to teach and assess two-dimensional physics simulations dealing Newton’s Laws of Motion, things like gravity, mass, momentum and energy. Embedded in the game are assessments for creativity, conscientousness and physics understanding. Shute has conducted five studies on how well the game works and has gotten positive results each time.\u003c/p>\n\u003cp>The game has very simple objective: get the green ball to hit the red balloon. The ball and balloon are placed in various locations on the screen, sometimes with obstacles in-between, and students have to draw “agents of motion” like levers, springboards, pendulums or ramps to get the ball to hit the red balloon. To make it more difficult and to receive more points, students can solve the problems using fewer agents to accomplish a task. Other time difficulty is added if a level looks completely different than ones that came before.\u003c/p>\n\u003cp>“When you start the game the computer doesn’t know whether you are at a high, medium or low level, but once you start accumulating evidence your level starts shifting around,” Shute said. If a student solves a problem with the pendulum and then with a lever, the computer keeps track and builds a model of the learner. It’s tracking how long it takes the student to complete the problem, how many times they attempted it, what physics concept they used and whether they were able to complete it well enough to get a gold or silver trophy.\u003c/p>\n\u003cp>“There’s no one right answer to these problems,” Shute said, “you can solve it with a number of different agents and do well or poorly and do it in a long time or short time, but all of that is evidence that’s being accumulated.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=3X3V83s2xL0&w=640&h=480]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DO STEALTH ASSESSMENTS WORK?\u003c/strong>\u003c/p>\n\u003cp>To measure the effectiveness of Physics Playground, Shute's team compared student metrics on creativity, conscientousness and physics concepts against traditionally accepted and validated measures of those same qualities. For creativity they used self-reported surveys and \u003ca href=\"http://www.creativelearning.com/free-resources/assessing-creativity-index?id=213\" target=\"_blank\">Wallach and Kogan’s alternate use test\u003c/a> (how many ways can you use a shoe, for example) to measure both fluency and originality. For conscientousness, they again used self-reporting, but also looked at the \u003ca href=\"http://www.jstor.org/discover/10.2307/1422233?uid=3739776&uid=2&uid=4&uid=3739256&sid=21105461241003\" target=\"_blank\">Eisenberger’s anagram task\u003c/a> to see how long students would stay on a tough problem. For physics, they used multiple choice tests.\u003c/p>\n\u003cp>Shute found the correlations between the stealth assessment and the externally validated tests were all significant, consistent and valid. “If we are making a judgment about how well or poorly a person is doing it actually has some basis in reality,” Shute said. Perhaps more significantly, students participating in a test of 166 7th and 8th graders markedly improved between a pre-test and a post-test after only four hours of play and no direct instruction. And, both girls and boys found the game engaging, which is not the case for every video game.\u003c/p>\n\u003cp>Shute's \u003ca href=\"http://myweb.fsu.edu/vshute/publications.html\" target=\"_blank\">research \u003c/a>has her convinced that there are strong reasons to believe games can make great formative assessment tools in the classroom. She’s hoping to add features to Physics Playground like explicit learning supports connected to certain topics. Kids would still formulate hypotheses, test them out and learn through the trial-and-error process, but afterwards a pop-up would make an explicit connection to the Newtonian law they intuitively grasped already.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Shute and colleagues are also running a study on the affective state of game-players as captured on a webcam while playing. They’d like to see how various facial expressions like frustration, delight and boredom correlate to what’s going on in game play.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38728\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground.jpg\">\u003cimg class=\"size-large wp-image-38728\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/PhysicsPlayground-640x360.jpg\" alt=\"Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from Physics Playground, a game where middle school students draw agents of motion that will cause the green ball to hit the red balloon. (Physics Playground)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educators have long known academic standards are only one part of nurturing a well-rounded and successful student. There are a host of other skills like creativity, persistence, critical thinking, collaboration and empathy that help make a student successful in school and in life, but are less quantifiable. Current assessment systems aren't set up to measure these very important but less measurable skills, so policymakers have focused on standardized tests that try to capture what a student knows, not how he or she can apply that information. Game-based learning has entered the assessment field with hopes of measuring both content-specific knowledge and softer skills at the same time, through the mechanics of the game.\u003c/p>\n\u003cp>“I believe that assessment should be open and transparent and flexible and gently surround and support student learning or groups of students learning together,” said \u003ca href=\"http://myweb.fsu.edu/vshute/\" target=\"_blank\">Valerie Shute\u003c/a>, a professor of Educational Psychology and Learning Systems at Florida State University in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb webinar\u003c/a>. She’s been experimenting with digital games as a way to more firmly link learning and assessment, hoping to show the two can happen inseparably. She’s particularly interested in how to measure improvement in the less tangible areas that are hard to measure, like creativity and persistence.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Games require a player to apply all sorts of competencies in the process of playing in order to succeed.'\u003c/aside>\n\u003cp>\"One of the big challenges standing in the way of schools embracing some of these new skills is there is a shortage of valid ways of testing them,\" Shute said. To rethink assessment, Shute, among others, is trying to meld elements of good game design with specific tasks that require students to demonstrate competency to see whether games can be a valid way of formatively assessing students, especially on the hard-to-measure skills.\u003c/p>\n\u003cp>“Games require a player to apply all sorts of competencies in the process of playing in order to succeed,” Shute said. The best ones work as a system, requiring interactive problem-solving between the player and the game. Good games also have specific goals and rules to keep a student focused and have adaptable challenges to keep the player at a difficulty level tailored to the individual’s outer edge of “do-ability.” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/\" target=\"_blank\">Kids enjoy challenging games, as long as they aren’t too frustrated\u003c/a>. Games also offer students some control over gameplay, ongoing feedback and sensory stimuli in the form of graphics, sounds or narrative.\u003c/p>\n\u003cp>Those qualities mirror good learning experiences in any form. The key is to create a game that teaches the concepts students need to learn without messing up the unique engagement that good games provide. That’s where what Shute calls “stealth assessment” comes in -- it’s seamless and ubiquitous, providing important feedback to the student and creating a model of the learner that can help teachers tap the individual needs of each student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>DESIGNING A LEARNING GAME\u003c/strong>\u003c/p>\n\u003cp>“It starts by articulating a competency model,” Shute said. “This is what you want to say about the student at the end of the day in terms of knowledge and skills and dispositions.” Shute and her team designed a game to teach physics, creativity and conscientousness using a method called Evidence Based Design. They figured out what evidence would prove kids were learning in those three areas, designed tasks to evoke that evidence and compared the results to other evaluation methods that have already been validated.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For example, the team broke creativity down into a cognitive category and a dispositional one. In the cognitive category there were elements like divergent thinking, flexibility and originality. “Each one of those facets had a number of different indicators which were what a person did in the game that would provide evidence towards those particular facets,” Shute said. One way the game examines creativity is with a challenge for students to design a solvable level on their own for a friend.\u003c/p>\n\u003cp>For conscientiousness, researchers were looking for evidence of persistence, perfectionism, organization and carefulness. Persistence was measured by the time a student spent on a difficult problem and how many times she restarted the problem to try it again. Shute contends the game provides more accurate information about qualities like creativity and persistence than the common self-reported survey method, where it’s easy for students to say they persist through challenges, but there’s no proof that they actually do.\u003c/p>\n\u003cp>\u003cstrong>PHYSICS PLAYGROUND\u003c/strong>\u003c/p>\n\u003cp>Shute and her colleagues designed\u003ca href=\"http://empiricalgames.org/ppunity5/demo.html\" target=\"_blank\"> Physics Playground \u003c/a>to teach and assess two-dimensional physics simulations dealing Newton’s Laws of Motion, things like gravity, mass, momentum and energy. Embedded in the game are assessments for creativity, conscientousness and physics understanding. Shute has conducted five studies on how well the game works and has gotten positive results each time.\u003c/p>\n\u003cp>The game has very simple objective: get the green ball to hit the red balloon. The ball and balloon are placed in various locations on the screen, sometimes with obstacles in-between, and students have to draw “agents of motion” like levers, springboards, pendulums or ramps to get the ball to hit the red balloon. To make it more difficult and to receive more points, students can solve the problems using fewer agents to accomplish a task. Other time difficulty is added if a level looks completely different than ones that came before.\u003c/p>\n\u003cp>“When you start the game the computer doesn’t know whether you are at a high, medium or low level, but once you start accumulating evidence your level starts shifting around,” Shute said. If a student solves a problem with the pendulum and then with a lever, the computer keeps track and builds a model of the learner. It’s tracking how long it takes the student to complete the problem, how many times they attempted it, what physics concept they used and whether they were able to complete it well enough to get a gold or silver trophy.\u003c/p>\n\u003cp>“There’s no one right answer to these problems,” Shute said, “you can solve it with a number of different agents and do well or poorly and do it in a long time or short time, but all of that is evidence that’s being accumulated.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3X3V83s2xL0'\n title='//www.youtube.com/embed/3X3V83s2xL0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>DO STEALTH ASSESSMENTS WORK?\u003c/strong>\u003c/p>\n\u003cp>To measure the effectiveness of Physics Playground, Shute's team compared student metrics on creativity, conscientousness and physics concepts against traditionally accepted and validated measures of those same qualities. For creativity they used self-reported surveys and \u003ca href=\"http://www.creativelearning.com/free-resources/assessing-creativity-index?id=213\" target=\"_blank\">Wallach and Kogan’s alternate use test\u003c/a> (how many ways can you use a shoe, for example) to measure both fluency and originality. For conscientousness, they again used self-reporting, but also looked at the \u003ca href=\"http://www.jstor.org/discover/10.2307/1422233?uid=3739776&uid=2&uid=4&uid=3739256&sid=21105461241003\" target=\"_blank\">Eisenberger’s anagram task\u003c/a> to see how long students would stay on a tough problem. For physics, they used multiple choice tests.\u003c/p>\n\u003cp>Shute found the correlations between the stealth assessment and the externally validated tests were all significant, consistent and valid. “If we are making a judgment about how well or poorly a person is doing it actually has some basis in reality,” Shute said. Perhaps more significantly, students participating in a test of 166 7th and 8th graders markedly improved between a pre-test and a post-test after only four hours of play and no direct instruction. And, both girls and boys found the game engaging, which is not the case for every video game.\u003c/p>\n\u003cp>Shute's \u003ca href=\"http://myweb.fsu.edu/vshute/publications.html\" target=\"_blank\">research \u003c/a>has her convinced that there are strong reasons to believe games can make great formative assessment tools in the classroom. She’s hoping to add features to Physics Playground like explicit learning supports connected to certain topics. Kids would still formulate hypotheses, test them out and learn through the trial-and-error process, but afterwards a pop-up would make an explicit connection to the Newtonian law they intuitively grasped already.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shute and colleagues are also running a study on the affective state of game-players as captured on a webcam while playing. They’d like to see how various facial expressions like frustration, delight and boredom correlate to what’s going on in game play.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Rural Schools Paid for Students’ Home Internet to Transform Learning ",
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"content": "\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>[vimeo 97934448 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>[contextly_sidebar id=\"1Unr2kRH9dDEgl3olVBjT4Fwx9hsJaFl\"]\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Akin hopes that if he and his colleagues can transform the school district, more opportunities will open up in Piedmont, an otherwise struggling town. He’s not naive about the fact that many kids go off to college and never come back, but he’s hopeful that in an information economy where most work happens online, there will be good jobs that keep his graduates in the community, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\u003c/p>\n\u003cp>The MindShift Guide to Digital Games and Learning started as a \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">series of blog posts\u003c/a> written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\">\u003c/a>\u003c/p>\n\u003cp>Here's a preview of the table of contents:\u003c/p>\n\u003cp>\u003cstrong>Introduction: Getting in the Game (Page 4)\u003c/strong>\u003cbr>\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What the Research Says About Gaming and Screen Time (Page 6)\u003c/strong>\u003cbr>\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\u003c/p>\n\u003cp>\u003cstrong>How to Start Using Digital Games for Learning (Page 14)\u003c/strong>\u003cbr>\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\u003c/p>\n\u003cp>\u003cstrong>How to Choose a Digital Learning Game (Page 19)\u003c/strong>\u003cbr>\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Obstacles for Using Digital Games in the Classroom (Page 27)\u003c/strong>\u003cbr>\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\u003c/p>\n\u003cp>\u003cstrong>How Teachers Are Using Games in the Classroom (Page 30)\u003c/strong>\u003cbr>\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\u003c/p>\n\u003cp>The MindShift Guide to Digital Games and Learning started as a \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">series of blog posts\u003c/a> written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\">\u003c/a>\u003c/p>\n\u003cp>Here's a preview of the table of contents:\u003c/p>\n\u003cp>\u003cstrong>Introduction: Getting in the Game (Page 4)\u003c/strong>\u003cbr>\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What the Research Says About Gaming and Screen Time (Page 6)\u003c/strong>\u003cbr>\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\u003c/p>\n\u003cp>\u003cstrong>How to Start Using Digital Games for Learning (Page 14)\u003c/strong>\u003cbr>\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\u003c/p>\n\u003cp>\u003cstrong>How to Choose a Digital Learning Game (Page 19)\u003c/strong>\u003cbr>\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\u003c/p>\n\u003cp>\u003cstrong>Overcoming Obstacles for Using Digital Games in the Classroom (Page 27)\u003c/strong>\u003cbr>\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\u003c/p>\n\u003cp>\u003cstrong>How Teachers Are Using Games in the Classroom (Page 30)\u003c/strong>\u003cbr>\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_38437\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math.jpg\">\u003cimg class=\"size-large wp-image-38437\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math-640x360.jpg\" alt=\"ST Math\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">ST Math\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Technology is making its way into many classrooms across the country, easing the way for schools to use educational software as one part of instruction. While the proliferation of ed-tech products and software programs can seem unending, the research backing up the claims made by companies has yet to catch up. This environment makes it \u003ca href=\"http://www.edweek.org/ew/articles/2014/11/13/13procurement.h34.html\" target=\"_blank\">challenging for school leaders to make informed decisions\u003c/a> about products that have a big impact on how teachers teach and students learn.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.wested.org/resources/stmathevaluation2014/\" target=\"_blank\">study\u003c/a> completed by the independent, not-for-profit research and development agency \u003ca href=\"http://www.wested.org/\" target=\"_blank\">WestEd\u003c/a> is an effort by the \u003ca href=\"http://www.mindresearch.net/\" target=\"_blank\">MIND Research Institute\u003c/a> to document if its program, \u003ca href=\"http://www.mindresearch.net/play/\" target=\"_blank\">ST Math\u003c/a>, makes a measurable difference on student test scores. The institute commissioned the study to compare the state test scores of 19,980 second-to-fifth-graders in California, who had access to ST Math’s program in the 2010-2011 school year, with a comparison group of students who did not have the program. All teachers who used ST Math got the same training and teacher support from the ST Math staff on how to use the software. They also received help on how to integrate the technology for use in face-to-face teaching.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I hope this is one of what will be many scientific studies coming from the industry.'\u003c/aside>\n\u003cp>Researchers found that 65 percent of students who had access to ST Math scored proficient or advanced on the California Standards Test, as compared with 62.5 percent in the comparison group. That difference is statistically significant, but in real terms doesn’t appear to be a very big effect.\u003c/p>\n\u003cp>However, not all classrooms that used ST Math took a comprehensive approach. For grades that “fully implemented the program,” meaning at least 85 percent of the students used the program to cover at least 50 percent of the content for the class, the difference was greater. These schools invested time in program adoption, rather than just having access to the program and using it intermittently. For that group, 68 percent of students scored proficient.\u003c/p>\n\u003cp>[contextly_sidebar id=\"sQ9EU4UiaegKlqgRp5jXh0wkoRHGmnyo\"]\u003c/p>\n\u003cp>“The biggest limitation is the fact that we’re doing a matched comparison study,” said John Rice, senior research associate at WestEd. It’s a quasi-experimental research setup -- not the gold standard randomized control study by any means -- but the best that could be done in this case. Researchers adjusted for factors like race, socioeconomics and starting levels of proficiency, to make the data as even as possible, but comparing grade-level cohorts in this manner is inherently opaque.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The grades that implemented ST Math selected themselves to do this, so there may have been other factors that influenced improvement besides the program,” Rice said. Still, the results indicate that teachers who invested more heavily in the program saw better results on tests. Rice said a longitudinal study that looks at individual student growth would give more detailed information about the program’s effect.\u003c/p>\n\u003cp>While tests are only one measure of learning, they are often the most public indicator of a school’s performance. For this study, WestEd researchers excluded high-performing schools from the sample, hoping to take a deeper look at how the program affects underperforming students.\u003c/p>\n\u003cp>\u003cstrong>HOW DOES THE PROGRAM WORK?\u003c/strong>\u003c/p>\n\u003cp>ST Math features a penguin that guides students through math concepts in a visual way. It doesn’t rely on language to teach math concepts the way a textbook does. “We don’t usually consider the extra cost in complexity of introducing students to math using language,” said Andrew Coulson, chief strategist at the MIND Research Institute, ST Math's publisher. He said that introducing the concepts without the burden of language allows kids to grasp the ideas before learning the vocabulary and symbols that go along with them.\u003c/p>\n\u003cp>“It has the side benefit that you don’t need to be proficient in English-language skills in order to use the program,” Coulson said. The MIND Research Institute opened its doors as a nonprofit in 1998 as a spinoff of work done by several professors at UC Irvine. Now, a combination of grants, donations and licensing revenue from schools using ST Math helps pay for research, development and even some reduced-cost licenses for schools who can’t afford to pay.\u003c/p>\n\u003cp>“I hope this is one of what will be many scientific studies coming from the industry,” Coulson said. He hopes to conduct a similar study in several years to see how effective the program is at teaching Common Core State Standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The whole industry needs to grow up and say we’re going to track what we’re doing and report out,” Coulson said. So far, that level of accountability and transparency around outcomes has been rare.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38437\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math.jpg\">\u003cimg class=\"size-large wp-image-38437\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ST-Math-640x360.jpg\" alt=\"ST Math\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">ST Math\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Technology is making its way into many classrooms across the country, easing the way for schools to use educational software as one part of instruction. While the proliferation of ed-tech products and software programs can seem unending, the research backing up the claims made by companies has yet to catch up. This environment makes it \u003ca href=\"http://www.edweek.org/ew/articles/2014/11/13/13procurement.h34.html\" target=\"_blank\">challenging for school leaders to make informed decisions\u003c/a> about products that have a big impact on how teachers teach and students learn.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.wested.org/resources/stmathevaluation2014/\" target=\"_blank\">study\u003c/a> completed by the independent, not-for-profit research and development agency \u003ca href=\"http://www.wested.org/\" target=\"_blank\">WestEd\u003c/a> is an effort by the \u003ca href=\"http://www.mindresearch.net/\" target=\"_blank\">MIND Research Institute\u003c/a> to document if its program, \u003ca href=\"http://www.mindresearch.net/play/\" target=\"_blank\">ST Math\u003c/a>, makes a measurable difference on student test scores. The institute commissioned the study to compare the state test scores of 19,980 second-to-fifth-graders in California, who had access to ST Math’s program in the 2010-2011 school year, with a comparison group of students who did not have the program. All teachers who used ST Math got the same training and teacher support from the ST Math staff on how to use the software. They also received help on how to integrate the technology for use in face-to-face teaching.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I hope this is one of what will be many scientific studies coming from the industry.'\u003c/aside>\n\u003cp>Researchers found that 65 percent of students who had access to ST Math scored proficient or advanced on the California Standards Test, as compared with 62.5 percent in the comparison group. That difference is statistically significant, but in real terms doesn’t appear to be a very big effect.\u003c/p>\n\u003cp>However, not all classrooms that used ST Math took a comprehensive approach. For grades that “fully implemented the program,” meaning at least 85 percent of the students used the program to cover at least 50 percent of the content for the class, the difference was greater. These schools invested time in program adoption, rather than just having access to the program and using it intermittently. For that group, 68 percent of students scored proficient.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The biggest limitation is the fact that we’re doing a matched comparison study,” said John Rice, senior research associate at WestEd. It’s a quasi-experimental research setup -- not the gold standard randomized control study by any means -- but the best that could be done in this case. Researchers adjusted for factors like race, socioeconomics and starting levels of proficiency, to make the data as even as possible, but comparing grade-level cohorts in this manner is inherently opaque.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The grades that implemented ST Math selected themselves to do this, so there may have been other factors that influenced improvement besides the program,” Rice said. Still, the results indicate that teachers who invested more heavily in the program saw better results on tests. Rice said a longitudinal study that looks at individual student growth would give more detailed information about the program’s effect.\u003c/p>\n\u003cp>While tests are only one measure of learning, they are often the most public indicator of a school’s performance. For this study, WestEd researchers excluded high-performing schools from the sample, hoping to take a deeper look at how the program affects underperforming students.\u003c/p>\n\u003cp>\u003cstrong>HOW DOES THE PROGRAM WORK?\u003c/strong>\u003c/p>\n\u003cp>ST Math features a penguin that guides students through math concepts in a visual way. It doesn’t rely on language to teach math concepts the way a textbook does. “We don’t usually consider the extra cost in complexity of introducing students to math using language,” said Andrew Coulson, chief strategist at the MIND Research Institute, ST Math's publisher. He said that introducing the concepts without the burden of language allows kids to grasp the ideas before learning the vocabulary and symbols that go along with them.\u003c/p>\n\u003cp>“It has the side benefit that you don’t need to be proficient in English-language skills in order to use the program,” Coulson said. The MIND Research Institute opened its doors as a nonprofit in 1998 as a spinoff of work done by several professors at UC Irvine. Now, a combination of grants, donations and licensing revenue from schools using ST Math helps pay for research, development and even some reduced-cost licenses for schools who can’t afford to pay.\u003c/p>\n\u003cp>“I hope this is one of what will be many scientific studies coming from the industry,” Coulson said. He hopes to conduct a similar study in several years to see how effective the program is at teaching Common Core State Standards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The whole industry needs to grow up and say we’re going to track what we’re doing and report out,” Coulson said. So far, that level of accountability and transparency around outcomes has been rare.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Report after report have revealed some of the inadequacies of massive open online courses: low completion rates, low engagement, inability to have impact with those who need education the most. So far, MOOCs have not lived up to the hype. But, as Maria Konnikova explores in the \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\">The New Yorker\u003c/a>, there is a methodology for massive learning that dates back to 1962: catering to the individual. It's a model already seen in GRE testing, which, among other techniques, switches up the sequence of questions based on the individual's progress. She writes: \u003c/p>\n\u003cp>\"As it is, individualized methodology has largely gotten lost in the excitement over technological capabilities and large-group approaches. According to numerous interviews I conducted, and studies I read, very few MOOCs are using anything like control theory as part of their approach to teaching.\"\u003c/p>\n\u003cp>http://www.newyorker.com/science/maria-konnikova/moocs-failure-solutions\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zulTEeon8xg6R0Ol2bdivxOsLsl6uWu9\"]\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There’s a lot of people online who are doing this stuff,” Swark said. “They’re making lesson plans involving games, and you can find those. And then you don’t have to spend the time playing a video game for hours.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s a lot of people online who are doing this stuff,” Swark said. “They’re making lesson plans involving games, and you can find those. And then you don’t have to spend the time playing a video game for hours.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube //www.youtube-nocookie.com/embed/Ar1akEU0nYA]\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. She wants Club Academia to grow into an international chapter-based organization, where kids make videos for other kids experiencing life in the same way. She’s already got some takers in Australia and Columbia - she’s just working out some kinks in the website code to make it open source. She wants people to be able to upload and approve videos for their local chapter.\u003c/p>\n\u003cp>\u003cstrong>NOT JUST FOR HIGH SCHOOL KIDS\u003c/strong>\u003c/p>\n\u003cp>A California middle school teacher found out first hand just how hard students are willing to work when they get to pick the topic, show creative license and publish it online. Eric Marcos has been publishing student-created tutorials on his site \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">Mathtrain\u003c/a> since 2007, some of which have garnered thousands of views. The project started informally, just kids messing around after school. That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"BOzG070PSeXQwJ9qD8ETkw4HgFKMvOio\"]\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. But she wasn’t content to let something go up on the website, where everyone could see it, if it wasn’t her best work.\u003c/p>\n\u003cp>A student making a video has to know the material well and offer it up with a narrative structure, a “math story.” Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting. Marcos was asked to tutor a student who was failing algebra. She asked to make a video and it soon became apparent she knew way more than anyone thought she did about math. \u003c/p>\n\u003cp>“You would never think that person was not doing well in math class because she knows what she’s doing,” Marcos said. The student’s success with video making gave her confidence and soon her performance improved on more traditional tasks as well.\u003c/p>\n\u003cp>Student-made videos may be more important than ever now, as teachers, parents and students alike adjust to new Common Core State Standards. The standards emphasize situational math, solving problems collaboratively and talking through the underlying concepts of each answer. Many parents find the new approach bewildering because it doesn’t look like the “plug and chug” formulaic math they were taught. Marcos sees a glaring need for quality online resources to support the whole community in this transition.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=3IyYoJteGGU\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We have people who are dying for information and are looking for resources, whether it’s kids or families,” Marcos said. “I’m going to encourage the students to make videos that follow along with the Common Core themes.” He’s interested to see how the new instructional style that goes along with new curriculum will translate into the students videos. Will they use more stories to relay math concepts? He suspects they might, but he’s not going to tell them what to do because that would destroy what makes Mathtrain unique -- students creating math content because they think it's fun.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36834\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7085.jpg\" alt=\"Erin Scott\" width=\"640\" height=\"360\" class=\"size-full wp-image-36834\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7085-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\nVideos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students' use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. \u003c/p>\n\u003cp>During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. She was struggling with AP Chemistry that year, but when a concept finally clicked, she would make a video about it to help her friends taking lower level chemistry classes.\u003c/p>\n\u003cp>\"What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn't understand the material,\" Yarlagadda \u003ca href=\"http://novemberlearning.com/blog/2014/02/17/students-teaching-students-club-academia-interview-shilpa-yarlagadda/\" target=\"_blank\">told Alan November in a podcast last year\u003c/a>. Shilpa co-founded, with Roya Huang, \u003ca href=\"http://clubacademia.org/\" target=\"_blank\">Club Academia\u003c/a>, a site hosting tutorial videos created by high school students and vetted for accuracy by teachers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Eric Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting.\u003c/aside>\n\u003cp>\"When students explain it and they have a way to make it extremely relevant to your life and show you how this actually relates to you specifically, that can make the material really exciting,” Yarlagadda said. Huang has become famous in some education circles for a video she made explaining the physics concept of position by telling a story about a girl who wanted to sit close to a boy in the movie theater, but not too close in case her interest was too obvious. \u003c/p>\n\u003cp>“It's about making the material exciting for someone else,” Yarlagadda said. “When you’re able to do that for someone else really properly, it’s so rewarding.” The most important element to make a video exciting and relevant is the student presenter’s passion for the subject. When a student loves the ideas she’s teaching, it’s infectious and often helps her come up with creative ways to relate the material to the lives of peers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>null\u003c/p>\u003cp>\u003c/p>\n\u003cp>The best student teachers are the ones who've struggled to understand and have a fresh memory of that \"aha moment\" when they got it, according to Yarlagadda. Those students can often walk another student through the process in a more visceral way.\u003c/p>\n\u003cp>\"We're not looking for the brightest kid in the class,\" she said. \"We're looking for the most passionate kids. Someone who had difficulty learning, but was really persistent in the learning process and was eventually able to understand it.”\u003c/p>\n\u003cp>Students’ ability to make powerful resources for one another often surprises adults, Yarlagadda said, but it’s also emblematic of a bigger problem in education. “I really believe that the best people to solve problems are the people who face them,” she said. “In the field of education, those people are students, and I think it’s unfortunate that we’re often left out of the conversation.”\u003c/p>\n\u003cp>Yarlagadda graduated from Gunn High School in Palo Alto, California, last year and is taking a gap year to explore opportunities to expand Club Academia. She says students at Gunn are good at explaining materials within their particular context, but that it might not fit another school somewhere else in the country. She wants Club Academia to grow into an international chapter-based organization, where kids make videos for other kids experiencing life in the same way. She’s already got some takers in Australia and Columbia - she’s just working out some kinks in the website code to make it open source. She wants people to be able to upload and approve videos for their local chapter.\u003c/p>\n\u003cp>\u003cstrong>NOT JUST FOR HIGH SCHOOL KIDS\u003c/strong>\u003c/p>\n\u003cp>A California middle school teacher found out first hand just how hard students are willing to work when they get to pick the topic, show creative license and publish it online. Eric Marcos has been publishing student-created tutorials on his site \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">Mathtrain\u003c/a> since 2007, some of which have garnered thousands of views. The project started informally, just kids messing around after school. That independence and creative license is part of what makes the videos powerful, Marcos said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The kids are definitely aware now that people are watching from all over the world, but they don’t get too psyched out about that,” Marcos said. “They still won’t let the video go if it’s not the best it can be.” A colleague of Marcos saw how much kids liked making tutorials and assigned videos for extra credit. One girl came in and made a video using the tablets in Marcos’ class. She was getting ready to turn it in when Marcos told her he’d put the video up on Mathtrain. She immediately ran back in and said he couldn’t post it until she'd fixed some little things.\u003c/p>\n\u003cp>“When it was for homework, she was happy to just get it done,” Marcos said. But she wasn’t content to let something go up on the website, where everyone could see it, if it wasn’t her best work.\u003c/p>\n\u003cp>A student making a video has to know the material well and offer it up with a narrative structure, a “math story.” Marcos has found that demonstrating learning in this way is a better fit for learners who might not have done well in a traditional setting. Marcos was asked to tutor a student who was failing algebra. She asked to make a video and it soon became apparent she knew way more than anyone thought she did about math. \u003c/p>\n\u003cp>“You would never think that person was not doing well in math class because she knows what she’s doing,” Marcos said. The student’s success with video making gave her confidence and soon her performance improved on more traditional tasks as well.\u003c/p>\n\u003cp>Student-made videos may be more important than ever now, as teachers, parents and students alike adjust to new Common Core State Standards. The standards emphasize situational math, solving problems collaboratively and talking through the underlying concepts of each answer. Many parents find the new approach bewildering because it doesn’t look like the “plug and chug” formulaic math they were taught. Marcos sees a glaring need for quality online resources to support the whole community in this transition.\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/3IyYoJteGGU'\n title='//www.youtube.com/embed/3IyYoJteGGU'\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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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We have people who are dying for information and are looking for resources, whether it’s kids or families,” Marcos said. “I’m going to encourage the students to make videos that follow along with the Common Core themes.” He’s interested to see how the new instructional style that goes along with new curriculum will translate into the students videos. Will they use more stories to relay math concepts? He suspects they might, but he’s not going to tell them what to do because that would destroy what makes Mathtrain unique -- students creating math content because they think it's fun.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_37816\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\">\u003cimg class=\"size-large wp-image-37816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/spotted-owl-640x360.jpg\" alt='Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"' width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There's an abundance of science videos on the internet, but not all equally amazing. Offering an eclectic mix of cool science videos, \u003ca href=\"http://www.calacademy.org/sciencetoday/\" target=\"_blank\">Science Today \u003c/a>producer Molly Michelson recommends five of her favorite clips.\u003c/p>\n\u003cp>\u003cstrong>1. WHERE'D YOU GET ALL THOSE DEAD ANIMALS?\u003c/strong>\u003c/p>\n\u003cp>When wandering around a natural history museum, it may seem wrong or cruel to see animal specimens displayed. The ethics of continued collecting practices are a hot topic among biologists, but the debate has largely skipped the general population. This \u003ca href=\"https://www.youtube.com/watch?v=nS8suhK-c5I&list=UUkyfHZ6bY2TjqbJhiH8Y2QQ\" target=\"_blank\">Brain Scoop video\u003c/a> explains why it's necessary for biologists to keep collecting species and the precautions they take to prevent long term negative effects on species populations.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=nS8suhK-c5I?list=UUkyfHZ6bY2TjqbJhiH8Y2QQ&w=640&h=360]\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n2. THE ANIMATED LIFE OF A.R. WALLACE\u003cbr>\n\u003c/strong>\u003cbr>\nMost people have heard of Charles Darwin, but what about Alfred Russell Wallace? The New York Times published a \u003ca href=\"http://www.nytimes.com/video/opinion/100000002534565/the-animated-life-of-a-r-wallace.html\" target=\"_blank\">paper-puppet animated video\u003c/a> created by Flora Lichtman and Sharon Shattuck describing Wallace's contributions to discovering the theory of natural selection. Wallace traveled to Brazil and Southeast Asia, braving jungles and severe bouts of malaria, to realize that the natural world is full of competition and death. Only the strongest and most fit survive. When the theory was originally presented to other scientists, Wallace and Darwin got equal credit, but Wallace hasn't survived history the way Darwin has.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002534565&playerType=embed\" width=\"640\" height=\"360\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>3. TRADE OFFS FOR BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>In the old growth forests of Northern California and Southern Oregon, wildlife biologists have been selectively killing one species of owl to save another. For decades, biologists have been watching the spotted owl population decline, recently as much as eight or nine percent a year. The species crash aligns with an increase of barred owls in the same area, who like the same habitat and chase off the spotted owls. This \u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\" target=\"_blank\">National Geographic video\u003c/a> makes it clear how tough the choices can be when trying to preserve natural habitat and wildlife for generations to come.\u003c/p>\n\u003cp>\u003cstrong>4. HOW OCEAN ACIDIFICATION AFFECTS BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>The California Academy of Sciences, in collaboration with Khan Academy, has developed a \u003ca href=\"https://www.khanacademy.org/partner-content/CAS-biodiversity/why-is-biodiversity-threatened/biodiversity-global/v/ocean-acidification-and-biodiversity-impacts\" target=\"_blank\">fascinating video\u003c/a> explaining how global climate change has increased ocean acidification and how all that affects biodiversity. It takes viewers through the chemistry, but connects the formulas to the really important question of, \"why does this matter?\" And, since it's a Khan Academy video, it comes with some handy questions and other lesson materials connecting to other issues related to biodiversity.\u003c/p>\n\u003cp>\u003cobject width=\"640\" height=\"360\">\u003cparam name=\"movie\" value=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed src=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\" type=\"application/x-shockwave-flash\" width=\"640\" height=\"360\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>5. IMPACTS OF NEW TECHNOLOGY ON SCIENCE\u003c/strong>\u003c/p>\n\u003cp>This \u003ca href=\"https://www.youtube.com/watch?v=VRegh14QOFo\" target=\"_blank\">video from McCauley Labs\u003c/a> may not seem very exciting, but it illustrates the dual-sonar frequency imaging technology that scientists can now use to track movements of species like manta rays as they travel across coral reef lagoons. The technology helps them detect patterns and document changes.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=VRegh14QOFo&w=640&h=360]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37816\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\">\u003cimg class=\"size-large wp-image-37816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/spotted-owl-640x360.jpg\" alt='Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"' width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot from National Geographic film \"Shooting Owls to Save Other Owls.\"\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There's an abundance of science videos on the internet, but not all equally amazing. Offering an eclectic mix of cool science videos, \u003ca href=\"http://www.calacademy.org/sciencetoday/\" target=\"_blank\">Science Today \u003c/a>producer Molly Michelson recommends five of her favorite clips.\u003c/p>\n\u003cp>\u003cstrong>1. WHERE'D YOU GET ALL THOSE DEAD ANIMALS?\u003c/strong>\u003c/p>\n\u003cp>When wandering around a natural history museum, it may seem wrong or cruel to see animal specimens displayed. The ethics of continued collecting practices are a hot topic among biologists, but the debate has largely skipped the general population. This \u003ca href=\"https://www.youtube.com/watch?v=nS8suhK-c5I&list=UUkyfHZ6bY2TjqbJhiH8Y2QQ\" target=\"_blank\">Brain Scoop video\u003c/a> explains why it's necessary for biologists to keep collecting species and the precautions they take to prevent long term negative effects on species populations.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nS8suhK-c5I?list=UUkyfHZ6bY2TjqbJhiH8Y2QQ'\n title='//www.youtube.com/embed/nS8suhK-c5I?list=UUkyfHZ6bY2TjqbJhiH8Y2QQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n2. THE ANIMATED LIFE OF A.R. WALLACE\u003cbr>\n\u003c/strong>\u003cbr>\nMost people have heard of Charles Darwin, but what about Alfred Russell Wallace? The New York Times published a \u003ca href=\"http://www.nytimes.com/video/opinion/100000002534565/the-animated-life-of-a-r-wallace.html\" target=\"_blank\">paper-puppet animated video\u003c/a> created by Flora Lichtman and Sharon Shattuck describing Wallace's contributions to discovering the theory of natural selection. Wallace traveled to Brazil and Southeast Asia, braving jungles and severe bouts of malaria, to realize that the natural world is full of competition and death. Only the strongest and most fit survive. When the theory was originally presented to other scientists, Wallace and Darwin got equal credit, but Wallace hasn't survived history the way Darwin has.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe id=\"nyt_video_player\" title=\"New York Times Video - Embed Player\" src=\"http://graphics8.nytimes.com/bcvideo/1.0/iframe/embed.html?videoId=100000002534565&playerType=embed\" width=\"640\" height=\"360\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>3. TRADE OFFS FOR BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>In the old growth forests of Northern California and Southern Oregon, wildlife biologists have been selectively killing one species of owl to save another. For decades, biologists have been watching the spotted owl population decline, recently as much as eight or nine percent a year. The species crash aligns with an increase of barred owls in the same area, who like the same habitat and chase off the spotted owls. This \u003ca href=\"http://news.nationalgeographic.com/news/2014/07/140717-spotted-owls-barred-shooting-logging-endangered-species-science/\" target=\"_blank\">National Geographic video\u003c/a> makes it clear how tough the choices can be when trying to preserve natural habitat and wildlife for generations to come.\u003c/p>\n\u003cp>\u003cstrong>4. HOW OCEAN ACIDIFICATION AFFECTS BIODIVERSITY\u003c/strong>\u003c/p>\n\u003cp>The California Academy of Sciences, in collaboration with Khan Academy, has developed a \u003ca href=\"https://www.khanacademy.org/partner-content/CAS-biodiversity/why-is-biodiversity-threatened/biodiversity-global/v/ocean-acidification-and-biodiversity-impacts\" target=\"_blank\">fascinating video\u003c/a> explaining how global climate change has increased ocean acidification and how all that affects biodiversity. It takes viewers through the chemistry, but connects the formulas to the really important question of, \"why does this matter?\" And, since it's a Khan Academy video, it comes with some handy questions and other lesson materials connecting to other issues related to biodiversity.\u003c/p>\n\u003cp>\u003cobject width=\"640\" height=\"360\">\u003cparam name=\"movie\" value=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed src=\"//www.youtube.com/v/GL7qJYKzcsk?version=3&hl=en_US\" type=\"application/x-shockwave-flash\" width=\"640\" height=\"360\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>5. IMPACTS OF NEW TECHNOLOGY ON SCIENCE\u003c/strong>\u003c/p>\n\u003cp>This \u003ca href=\"https://www.youtube.com/watch?v=VRegh14QOFo\" target=\"_blank\">video from McCauley Labs\u003c/a> may not seem very exciting, but it illustrates the dual-sonar frequency imaging technology that scientists can now use to track movements of species like manta rays as they travel across coral reef lagoons. The technology helps them detect patterns and document changes.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/VRegh14QOFo'\n title='//www.youtube.com/embed/VRegh14QOFo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Virtual Reality Meets Real Life Learning With Mobile Games",
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"content": "\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zsGtdzipVFM8B9hOM5Dt13EDLnnckQWy\"]\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think we can actually try to be a little more ambitious beyond learning,” Stokes said. “Look at the contribution your young people might be able to make to their community.” As citizen scientists, community ethnographers and storytellers, chroniclers of injustice or city disfunction -- students can make a difference in their communities and often find great satisfaction in learning that allows them to do so.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think we can actually try to be a little more ambitious beyond learning,” Stokes said. “Look at the contribution your young people might be able to make to their community.” As citizen scientists, community ethnographers and storytellers, chroniclers of injustice or city disfunction -- students can make a difference in their communities and often find great satisfaction in learning that allows them to do so.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"order": 19
},
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"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
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}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 3
},
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}
},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
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},
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},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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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"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
"forum": {
"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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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"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",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
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"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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"title": "Here & Now",
"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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},
"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",
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"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",
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},
"link": "/radio/program/how-i-built-this",
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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",
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"order": 15
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},
"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",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"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": {
"site": "news",
"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",
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