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"content": "\u003cp>[youtube http://www.youtube.com/watch?v=YqRXgKKtoNg&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\"Education is about preparing kids for life, and public education is about helping people have equal opportunity, helping those who don't have as much money have a more level playing field,\" said Ali Partovi, co-founder of \u003ca href=\"http://code.org/\" target=\"_blank\">Code.org,\u003c/a> in an interview at the \u003ca href=\"http://www.bigideasfest.org/about-big-ideas-fest-2013\" target=\"_blank\">Big Ideas Fest\u003c/a> a few months ago.\u003c/p>\n\u003cp>Partovi has an ambitious goal: To get public high schools to offer computer programming classes -- not just as an elective, but as a science requirement. \"It's absolutely relevant for public education to embrace computer science,\" he said. \"I can't think of any other science that would better prepare you for life in the 21st century.\"\u003c/p>\n\u003cp>Partovi's goal is being realized in pockets around the country. Through efforts like \u003ca href=\"http://csedweek.org/\" target=\"_blank\">Hour of Code\u003c/a>, a viral online campaign to promote coding, more than 20,000 teachers have started adding programming lessons, which \u003ca title=\"Website.\" href=\"http://code.org/\">Code.org\u003c/a> for which offers free classes. What's more, \"30 school districts, including New York City and Chicago, have agreed to add coding classes in the fall, mainly in high schools but in lower grades, too. And policy makers in nine states have begun awarding the same credits for computer science classes that they do for basic math and science courses, rather than treating them as electives,\" \u003ca href=\"http://www.nytimes.com/2014/05/11/us/reading-writing-arithmetic-and-lately-coding.html?_r=0\" target=\"_blank\">according to an article in the New York Times.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_35144\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\">\u003cimg class=\"wp-image-35144 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\" alt=\"co-lab\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new group of developers is trying to tackle the educational app market, which has huge potential for profits, but has been hard to crack because of parent and teacher skepticism about what's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">actually considered educational\u003c/a>. Zynga, an established commercial game company responsible for hits like \u003ca href=\"https://company.zynga.com/games/farmville\" target=\"_blank\">Farmville\u003c/a> and \u003ca href=\"https://company.zynga.com/games/words-friends\" target=\"_blank\">Words with Friends\u003c/a>, is hosting the non-profit accelerator in its building. Now in its second cohort, \u003ca href=\"http://playcolab.com/\" target=\"_blank\">Zynga's co.lab\u003c/a> offers nascent game developers access to advice from experienced game, marketing and product experts.\u003c/p>\n\u003cp>The co.lab's first group of developers, which included the hit game \u003ca href=\"http://www.motionmathgames.com\" target=\"_blank\">Motion Math,\u003c/a> worked mostly on games with a clear focus on math or reading, but this group is interpreting the definition of education a bit more broadly and attempting more open-ended learning outcomes. What's more, many of the games in this second cohort are targeting the commercial market first, through parents, while other companies, like Filament Games are trying to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-can-developers-make-meaningful-learning-games-for-classrooms/\" target=\"_blank\">broaden the use of games in schools\u003c/a>.\u003c/p>\n\u003cp>[contextly_sidebar id=\"c4306b9f0f9568202189e029cae4d81f\"]\u003c/p>\n\u003cp>“Kids are spending a lot of time playing games and parents have no idea if it’s junk food or organic food,” said Esteban Sosnik, executive director of co.lab. As educational games take off, he says parents will be looking for a trusted brand and the right metrics to gauge whether their children are really learning. The co.lab is trying to instill that kind of accountability into the game design process.\u003c/p>\n\u003cp>Zynga's affiliation with the co.lab is meant to help them develop a profitable business model that will scale, which means starting in the commercial market. But Sosnik says the current cohort of developers wouldn't have been chosen if they hadn't demonstrated their interest in entering the school market as well -- and that’s hard to do. “It’s hard enough to make a successful game,” Sosnik said. “For our entrepreneurs, you need to do that \u003cem>and\u003c/em> deliver on an educational promise \u003cem>and\u003c/em> get teachers to use it in the classroom.” He laughed. “When you look at it that way, you understand why so many people stay away. But that’s why we hope to create some successful models that will inspire people,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's been difficult to prove learning efficacy from educational apps. A Joan Ganz Cooney Center has been \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/01/ilearnii.pdf\" target=\"_blank\">calling for either voluntary or regulatory reporting\u003c/a> on app and game efficacy. But it's still very early days, and new studies are rolling in all the time, with some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/can-students-learn-better-with-digital-games/\" target=\"_blank\">reports suggesting \u003c/a>that some math and science games do boost students' test scores.\u003c/p>\n\u003cp>\u003cstrong>UPCOMING APPS\u003c/strong>\u003c/p>\n\u003cp>One of the companies Sosnik is most excited about is \u003ca href=\"http://www.tinytap.it/\" target=\"_blank\">TinyTap\u003c/a>, an app that allows kids and teachers to create their own content. “It’s the potential of putting kids in the driver seat,” Sosnik said. “And turning educators into content creators, the rock stars.” The app allows a user to create a series of pages -- what amounts to an app in and of itself -- that explains a concept. It offers a lot of room for creative play by allowing the creator to find and use images online, record narration, and create a narrative sequence themselves. Users can follow one another’s profiles and TinyTap will even highlight really strong educator content so other teachers can find it.\u003c/p>\n\u003cp>Another co.lab company, \u003ca href=\"http://www.pixowl.com/\" target=\"_blank\">Pixowl\u003c/a>, leverages the popularity of the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\" target=\"_blank\">building game Minecraft\u003c/a>, which is very popular with educators because of its open building premise. It offers a similar kind of limitless exploration, but in a two-dimensional world. Players can immediately start building things, rather than Minecraft's model of wandering around the space collecting resources that eventually allow them to build.\u003c/p>\n\u003cp>\u003ca href=\"http://www.brainquake.com/our-platform/\" target=\"_blank\">Brainquake\u003c/a> is an exploratory math game that allows for experimentation, meant to help kids develop an understanding of what numbers mean beyond the symbol. If a child gets something wrong while playing the game, there’s no red X or other sign of failure. They just keep trying until they get it right.\u003c/p>\n\u003cp>\u003ca href=\"http://kikolabs.com/\" target=\"_blank\">Kiko Labs\u003c/a> is a brain training game for kids aged three to six. The idea is to help them develop memory, control and attention through different exercises. Kiko Lab’s CEO Grace Wardhana has young children of her own and is sensitive to the concerns that little kids shouldn’t be on screens for long periods of time. To address this, she’s designed each session to be just a few minutes long. The company is working with educators at University of California, Berkeley and Harvard to externally validate the game’s efficacy.\u003c/p>\n\u003cp>\u003ca href=\"http://timbuktu.me/timbuktu/\" target=\"_blank\">Timbuktu\u003c/a> is a game meant to teach kids about healthy eating and the importance of physical activity. The game designers are trying to incorporate prompts for kids to go outdoors and engage in physical play as part of the virtual game. That part is still in development.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kidbunch.com/\" target=\"_blank\">Kid Bunch\u003c/a> is more of a narrative than a game right now, but they hope the accelerator will help them parlay the animation and storytelling they’ve already been working on into a gaming environment. They’re in the accelerator to learn how to make a game.\u003c/p>\n\u003cp>\u003ca href=\"http://www.course-master.com/\" target=\"_blank\">CourseMaster\u003c/a> is the outlier, with a platform to allow offline and online communication between teachers, students and parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.newschools.org/\" target=\"_blank\">NewSchools Venture Fund,\u003c/a> whose former CEO Ted Mitchell was\u003ca href=\"http://edsource.org/2014/ted-mitchell-former-state-board-president-confirmed-as-under-secretary-of-education/61855#.U3EAefldV8E\" target=\"_blank\"> just named Under Secretary at the Department of Education\u003c/a>, supports the co.lab initiative. The venture fund is known for seeding ed-tech start-ups, but hasn’t traditionally focused on games.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35144\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\">\u003cimg class=\"wp-image-35144 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/co-lab.jpg\" alt=\"co-lab\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/co-lab-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Katrina Schwartz\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new group of developers is trying to tackle the educational app market, which has huge potential for profits, but has been hard to crack because of parent and teacher skepticism about what's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">actually considered educational\u003c/a>. Zynga, an established commercial game company responsible for hits like \u003ca href=\"https://company.zynga.com/games/farmville\" target=\"_blank\">Farmville\u003c/a> and \u003ca href=\"https://company.zynga.com/games/words-friends\" target=\"_blank\">Words with Friends\u003c/a>, is hosting the non-profit accelerator in its building. Now in its second cohort, \u003ca href=\"http://playcolab.com/\" target=\"_blank\">Zynga's co.lab\u003c/a> offers nascent game developers access to advice from experienced game, marketing and product experts.\u003c/p>\n\u003cp>The co.lab's first group of developers, which included the hit game \u003ca href=\"http://www.motionmathgames.com\" target=\"_blank\">Motion Math,\u003c/a> worked mostly on games with a clear focus on math or reading, but this group is interpreting the definition of education a bit more broadly and attempting more open-ended learning outcomes. What's more, many of the games in this second cohort are targeting the commercial market first, through parents, while other companies, like Filament Games are trying to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-can-developers-make-meaningful-learning-games-for-classrooms/\" target=\"_blank\">broaden the use of games in schools\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Kids are spending a lot of time playing games and parents have no idea if it’s junk food or organic food,” said Esteban Sosnik, executive director of co.lab. As educational games take off, he says parents will be looking for a trusted brand and the right metrics to gauge whether their children are really learning. The co.lab is trying to instill that kind of accountability into the game design process.\u003c/p>\n\u003cp>Zynga's affiliation with the co.lab is meant to help them develop a profitable business model that will scale, which means starting in the commercial market. But Sosnik says the current cohort of developers wouldn't have been chosen if they hadn't demonstrated their interest in entering the school market as well -- and that’s hard to do. “It’s hard enough to make a successful game,” Sosnik said. “For our entrepreneurs, you need to do that \u003cem>and\u003c/em> deliver on an educational promise \u003cem>and\u003c/em> get teachers to use it in the classroom.” He laughed. “When you look at it that way, you understand why so many people stay away. But that’s why we hope to create some successful models that will inspire people,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's been difficult to prove learning efficacy from educational apps. A Joan Ganz Cooney Center has been \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2012/01/ilearnii.pdf\" target=\"_blank\">calling for either voluntary or regulatory reporting\u003c/a> on app and game efficacy. But it's still very early days, and new studies are rolling in all the time, with some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/can-students-learn-better-with-digital-games/\" target=\"_blank\">reports suggesting \u003c/a>that some math and science games do boost students' test scores.\u003c/p>\n\u003cp>\u003cstrong>UPCOMING APPS\u003c/strong>\u003c/p>\n\u003cp>One of the companies Sosnik is most excited about is \u003ca href=\"http://www.tinytap.it/\" target=\"_blank\">TinyTap\u003c/a>, an app that allows kids and teachers to create their own content. “It’s the potential of putting kids in the driver seat,” Sosnik said. “And turning educators into content creators, the rock stars.” The app allows a user to create a series of pages -- what amounts to an app in and of itself -- that explains a concept. It offers a lot of room for creative play by allowing the creator to find and use images online, record narration, and create a narrative sequence themselves. Users can follow one another’s profiles and TinyTap will even highlight really strong educator content so other teachers can find it.\u003c/p>\n\u003cp>Another co.lab company, \u003ca href=\"http://www.pixowl.com/\" target=\"_blank\">Pixowl\u003c/a>, leverages the popularity of the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\" target=\"_blank\">building game Minecraft\u003c/a>, which is very popular with educators because of its open building premise. It offers a similar kind of limitless exploration, but in a two-dimensional world. Players can immediately start building things, rather than Minecraft's model of wandering around the space collecting resources that eventually allow them to build.\u003c/p>\n\u003cp>\u003ca href=\"http://www.brainquake.com/our-platform/\" target=\"_blank\">Brainquake\u003c/a> is an exploratory math game that allows for experimentation, meant to help kids develop an understanding of what numbers mean beyond the symbol. If a child gets something wrong while playing the game, there’s no red X or other sign of failure. They just keep trying until they get it right.\u003c/p>\n\u003cp>\u003ca href=\"http://kikolabs.com/\" target=\"_blank\">Kiko Labs\u003c/a> is a brain training game for kids aged three to six. The idea is to help them develop memory, control and attention through different exercises. Kiko Lab’s CEO Grace Wardhana has young children of her own and is sensitive to the concerns that little kids shouldn’t be on screens for long periods of time. To address this, she’s designed each session to be just a few minutes long. The company is working with educators at University of California, Berkeley and Harvard to externally validate the game’s efficacy.\u003c/p>\n\u003cp>\u003ca href=\"http://timbuktu.me/timbuktu/\" target=\"_blank\">Timbuktu\u003c/a> is a game meant to teach kids about healthy eating and the importance of physical activity. The game designers are trying to incorporate prompts for kids to go outdoors and engage in physical play as part of the virtual game. That part is still in development.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kidbunch.com/\" target=\"_blank\">Kid Bunch\u003c/a> is more of a narrative than a game right now, but they hope the accelerator will help them parlay the animation and storytelling they’ve already been working on into a gaming environment. They’re in the accelerator to learn how to make a game.\u003c/p>\n\u003cp>\u003ca href=\"http://www.course-master.com/\" target=\"_blank\">CourseMaster\u003c/a> is the outlier, with a platform to allow offline and online communication between teachers, students and parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.newschools.org/\" target=\"_blank\">NewSchools Venture Fund,\u003c/a> whose former CEO Ted Mitchell was\u003ca href=\"http://edsource.org/2014/ted-mitchell-former-state-board-president-confirmed-as-under-secretary-of-education/61855#.U3EAefldV8E\" target=\"_blank\"> just named Under Secretary at the Department of Education\u003c/a>, supports the co.lab initiative. The venture fund is known for seeding ed-tech start-ups, but hasn’t traditionally focused on games.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's a provocative question, and it may be argued that \"choosing\" is not exactly the right term. For schools using any online tools -- from \u003ca href=\"http://www.nytimes.com/2013/06/23/business/data-security-is-a-classroom-worry-too.html?_r=0\" target=\"_blank\">Edmodo\u003c/a> to \u003ca href=\"http://www.pcworld.com/article/2149960/google-stops-scanning-gmail-messages-for-ads-in-apps-for-education.html\" target=\"_blank\">any of Google's apps\u003c/a> to student information systems, are they risking exposure to a data breach, or is the issue being blown out of proportion? PBS Idea Channel's always-entertaining Mike Rugnetta breaks it down.\u003c/p>\n\u003cp> \u003cbr>\nhttp://www.youtube.com/watch?v=t45BoJ_LP1U&list=PL69BD06CC757E1D61\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a provocative question, and it may be argued that \"choosing\" is not exactly the right term. For schools using any online tools -- from \u003ca href=\"http://www.nytimes.com/2013/06/23/business/data-security-is-a-classroom-worry-too.html?_r=0\" target=\"_blank\">Edmodo\u003c/a> to \u003ca href=\"http://www.pcworld.com/article/2149960/google-stops-scanning-gmail-messages-for-ads-in-apps-for-education.html\" target=\"_blank\">any of Google's apps\u003c/a> to student information systems, are they risking exposure to a data breach, or is the issue being blown out of proportion? PBS Idea Channel's always-entertaining Mike Rugnetta breaks it down.\u003c/p>\n\u003cp> \u003cbr>\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/t45BoJ_LP1U'\n title='//www.youtube.com/embed/t45BoJ_LP1U'\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": "\u003cfigure id=\"attachment_35576\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35576\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg\" alt=\"Maison elfique\" width=\"640\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-400x218.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Maison elfique\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 3 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">For far too long, school has organized learning into divided disciplines: English, science, history, math, and so on. It seems fine because we’re all used to it. The problem, however, is that students then internalize a divided conception of knowledge; they're conditioned into a view of life where specialization reigns. While categorized subjects made some sense for the industrialized 20th century, they may not be the best bet for this century.\u003c/p>\n\u003cp>Game-based learning offers an alternative. Because it forces students to apply knowledge in a contextualized way, it creates an interdisciplinary learning experience where subject-specific knowledge is used in a context that requires diverse applications. The borders between disciplines become fuzzy and ambiguous.\u003c/p>\n\u003cp>Of course, “fuzzy and ambiguous” isn’t always preferable. Rigid specialization served the industrial age well. Corporations are departmentalized. The 20th-century shift to assembly line manufacturing was reliant on a way of thinking that divided whole products into disconnected parts. But specialized knowledge hasn’t always been privileged.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e71d679ae3717bbdd5eb8ba4d7082073\"]\u003c/p>\n\u003cp>Although people have had specific trades and vocations since the beginning of civilization, some types of expertise haven’t always correlated to career or exchange value. The preference for specialization in both knowledge and vocation is a fairly recent development, one that transcends corporate culture and permeates the American ethos as a whole. Today this attitude is so prevalent that it even shows up among semi-spiritual empowerment health and wellness coaching where Joseph Campbell’s advice to “follow your bliss” is ubiquitous. The very notion of one’s “bliss” implies particularity. Hence, specificity seems to trump generalization.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>EMBRACING HOLISTIC LEARNING\u003c/strong>\u003c/p>\n\u003cp>Over the years, the term \"Renaissance Man\" has sprouted into common vernacular in order to identify the well-rounded intellectual who was an expert in a variety of subjects. It replaced the ancient Greek notion of the polymath (or polyhistor) and the 15th Century Italian notion of Uomo Universale (Universal Man) with the image of a distinguished man with James Bond like charm, etiquette, and sophistication. Despite its positive connotations, however, the new term Renaissance Man likely served as a way to emphasize and distinguish the modern efficacy of specialized labor--and by extension, specialized and categorized education.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Despite the fact that we’re increasingly committed to equality and information is more widely accessible than ever before, possibilities for a formal Renaissance-Man-Liberal-Arts education remain limited to the elite. The average, or common, student is encouraged to choose majors and institutions that track into a specialized vocation.\u003c/p>\n\u003cp>This may be sensible. After all, not everyone can be the next Leonardo Da Vinci. The trouble, however, is that our experience in the world is not divided and organized like the subjects in school. Adults draw on knowledge from a variety of subjects throughout their work day. Creative problem solving and critical thinking rely on the ability make connections across disciplines.\u003c/p>\n\u003cp>Unfortunately, it's common to hear students identify themselves as “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\" target=\"_blank\">bad at math\u003c/a>.” Some students believe that they're “just not humanities types.” Already, in the early grades, students internalize specialized career tracks based \u003ci>not\u003c/i> on their skillsets, but rather on the ease with which they achieve success in particular subject areas. They not only believe that they are good at the things that are easiest, but also that their identity and self-worth is tied up in those achievements.\u003c/p>\n\u003cp>I saw it first-hand when my son was six. He came home from school and told me that he wasn’t “a math person.” I explained that growing up meant becoming a math person. Just like it meant becoming a person who can read, and a person who can write, and a person who understands the basics of science, history, art, and music. Now he perseveres at math, often finishing his homework as quickly as possible so he can move on to playing video games.\u003c/p>\n\u003cp>Like most eight-year-olds, he’s especially fond of the \"sandbox\" style video game: Minecraft. Sometimes he plays for hours. I’m okay with the amount of time he plays because I like that the game requires a variety of skills. Everyday, my son sees how the creative and imaginative skills (which are usually relegated to the arts) are easily combined with the skills necessary to engineer structures within a fixed system. What’s more, the game involves managing resources in a way that calls on math skills. Literacy and semiotic skills are used as he constructs signage for his structures. And he is developing social and emotional skills as he interacts with other players around the world, constructing role playing scenarios for peers, and chatting through online instant messaging.\u003c/p>\n\u003cp>Like Minecraft, most complex video games require players to employ a variety of skills that reach across disciplines. This is one of the great things about game-based learning. Commercial games like Minecraft and The Sims are being adapted into school specific iterations. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">MincraftEDU\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> provide flexible options for integrating familiar games with traditional classroom curriculum.\u003c/p>\n\u003cp>Because video games are basically simulations of particular kinds of experiences, or problems, they require a kind of active engagement that simultaneously calls on diverse ways of knowing. Similar to the way most activities in life require using multiple cognitive skills simultaneously, scenarios in the game world can be constructed in such a way that individuals are forced to apply a variety of intellectual tools.\u003c/p>\n\u003cp>Contrary to the popular view of game-based learning, then, the game is not simply a robotic teacher. It is not about drilling students with animated adaptive flashcards. It's more interesting than that. Great game-based learning platforms do not attempt to trick students into memorizing facts. They are not \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">chocolate covered broccoli.\u003c/a>” Instead, video games can be used as tools that encourage students to apply class content in contextualized ways.\u003c/p>\n\u003cp>Think of video games as another tool you can employ in your classroom. Consider them like projects that ask students to use the knowledge they’ve obtained, to grasp the subject matter with such proficiency that they’re able to play with it. True learning leads toward the ability to manipulate new knowledge in such a way that it transcends discipline specific specialization. Video games encourage this kind of comprehension.\u003c/p>\n\u003cp>The ability to apply knowledge across disciplines is important, but it is not enough. It is important to combine that knowledge with strong social and emotional skills that serve as the foundation for good citizenship in the 21st Century.\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35576\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35576\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg\" alt=\"Maison elfique\" width=\"640\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-400x218.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/8701829922_775770293a_z-320x175.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Maison elfique\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 3 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">For far too long, school has organized learning into divided disciplines: English, science, history, math, and so on. It seems fine because we’re all used to it. The problem, however, is that students then internalize a divided conception of knowledge; they're conditioned into a view of life where specialization reigns. While categorized subjects made some sense for the industrialized 20th century, they may not be the best bet for this century.\u003c/p>\n\u003cp>Game-based learning offers an alternative. Because it forces students to apply knowledge in a contextualized way, it creates an interdisciplinary learning experience where subject-specific knowledge is used in a context that requires diverse applications. The borders between disciplines become fuzzy and ambiguous.\u003c/p>\n\u003cp>Of course, “fuzzy and ambiguous” isn’t always preferable. Rigid specialization served the industrial age well. Corporations are departmentalized. The 20th-century shift to assembly line manufacturing was reliant on a way of thinking that divided whole products into disconnected parts. But specialized knowledge hasn’t always been privileged.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Although people have had specific trades and vocations since the beginning of civilization, some types of expertise haven’t always correlated to career or exchange value. The preference for specialization in both knowledge and vocation is a fairly recent development, one that transcends corporate culture and permeates the American ethos as a whole. Today this attitude is so prevalent that it even shows up among semi-spiritual empowerment health and wellness coaching where Joseph Campbell’s advice to “follow your bliss” is ubiquitous. The very notion of one’s “bliss” implies particularity. Hence, specificity seems to trump generalization.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>EMBRACING HOLISTIC LEARNING\u003c/strong>\u003c/p>\n\u003cp>Over the years, the term \"Renaissance Man\" has sprouted into common vernacular in order to identify the well-rounded intellectual who was an expert in a variety of subjects. It replaced the ancient Greek notion of the polymath (or polyhistor) and the 15th Century Italian notion of Uomo Universale (Universal Man) with the image of a distinguished man with James Bond like charm, etiquette, and sophistication. Despite its positive connotations, however, the new term Renaissance Man likely served as a way to emphasize and distinguish the modern efficacy of specialized labor--and by extension, specialized and categorized education.\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>Despite the fact that we’re increasingly committed to equality and information is more widely accessible than ever before, possibilities for a formal Renaissance-Man-Liberal-Arts education remain limited to the elite. The average, or common, student is encouraged to choose majors and institutions that track into a specialized vocation.\u003c/p>\n\u003cp>This may be sensible. After all, not everyone can be the next Leonardo Da Vinci. The trouble, however, is that our experience in the world is not divided and organized like the subjects in school. Adults draw on knowledge from a variety of subjects throughout their work day. Creative problem solving and critical thinking rely on the ability make connections across disciplines.\u003c/p>\n\u003cp>Unfortunately, it's common to hear students identify themselves as “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\" target=\"_blank\">bad at math\u003c/a>.” Some students believe that they're “just not humanities types.” Already, in the early grades, students internalize specialized career tracks based \u003ci>not\u003c/i> on their skillsets, but rather on the ease with which they achieve success in particular subject areas. They not only believe that they are good at the things that are easiest, but also that their identity and self-worth is tied up in those achievements.\u003c/p>\n\u003cp>I saw it first-hand when my son was six. He came home from school and told me that he wasn’t “a math person.” I explained that growing up meant becoming a math person. Just like it meant becoming a person who can read, and a person who can write, and a person who understands the basics of science, history, art, and music. Now he perseveres at math, often finishing his homework as quickly as possible so he can move on to playing video games.\u003c/p>\n\u003cp>Like most eight-year-olds, he’s especially fond of the \"sandbox\" style video game: Minecraft. Sometimes he plays for hours. I’m okay with the amount of time he plays because I like that the game requires a variety of skills. Everyday, my son sees how the creative and imaginative skills (which are usually relegated to the arts) are easily combined with the skills necessary to engineer structures within a fixed system. What’s more, the game involves managing resources in a way that calls on math skills. Literacy and semiotic skills are used as he constructs signage for his structures. And he is developing social and emotional skills as he interacts with other players around the world, constructing role playing scenarios for peers, and chatting through online instant messaging.\u003c/p>\n\u003cp>Like Minecraft, most complex video games require players to employ a variety of skills that reach across disciplines. This is one of the great things about game-based learning. Commercial games like Minecraft and The Sims are being adapted into school specific iterations. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">MincraftEDU\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> provide flexible options for integrating familiar games with traditional classroom curriculum.\u003c/p>\n\u003cp>Because video games are basically simulations of particular kinds of experiences, or problems, they require a kind of active engagement that simultaneously calls on diverse ways of knowing. Similar to the way most activities in life require using multiple cognitive skills simultaneously, scenarios in the game world can be constructed in such a way that individuals are forced to apply a variety of intellectual tools.\u003c/p>\n\u003cp>Contrary to the popular view of game-based learning, then, the game is not simply a robotic teacher. It is not about drilling students with animated adaptive flashcards. It's more interesting than that. Great game-based learning platforms do not attempt to trick students into memorizing facts. They are not \"\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/\" target=\"_blank\">chocolate covered broccoli.\u003c/a>” Instead, video games can be used as tools that encourage students to apply class content in contextualized ways.\u003c/p>\n\u003cp>Think of video games as another tool you can employ in your classroom. Consider them like projects that ask students to use the knowledge they’ve obtained, to grasp the subject matter with such proficiency that they’re able to play with it. True learning leads toward the ability to manipulate new knowledge in such a way that it transcends discipline specific specialization. Video games encourage this kind of comprehension.\u003c/p>\n\u003cp>The ability to apply knowledge across disciplines is important, but it is not enough. 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"content": "\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35464\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg\" alt=\"Getty\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/92732593-1-e1399307532414-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Do student information systems -- online services that track students’ grade -- help kids learn? It all depends on whom you ask. Experts on education and child development, parents, teachers, and students clash on whether or not web-based monitoring systems serve children’s educational interests or actually hinder learning.\u003c/p>\n\u003cp>Student information systems are web-based software programs that schools buy to help manage student and teacher data. One of the most popular is \u003ca href=\"http://www.pearsonschoolsystems.com/products/powerschool/\">PowerSchool\u003c/a>, which claims to support 12 million students from all 50 states, but smaller systems like \u003ca href=\"http://www.renweb.com/Wheel/Powerful/Integrated-Value-added-Services/School-Site.aspx\">RenWeb\u003c/a> and \u003ca href=\"http://www.opensis.com/\">openSIS\u003c/a> provide similar services to public and private schools around the country. “Every single transaction in the form of attendance, grade book, report card, discipline, billing and transcript is recorded,” openSIS promises in its company literature. Teachers report grades and attendance on-line, kids can log in at any time to check their status, and parents have open access to their child’s performance, including not only homework, quiz, and test grades, but also comments from teachers and updates on tardiness. Parents can sign up to receive email notifications as often as once a day.\u003c/p>\n\u003cp>But having access to all that data is not always helpful, according to some critics, because the focus of school and learning is reduced to numbers and graphs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“School isn’t about learning. It’s about doing well.”\u003c/aside>\n\u003cp>“It turns every act of learning into a performance,” said \u003ca href=\"http://madelinelevine.com/\">Dr. Madeline Levine\u003c/a>, psychologist and author of \u003cem>Teach Your Children Well\u003c/em> and \u003cem>The Price of Privilege,\u003c/em> who said she calls the big student information system Power Snoop. For all the data and feedback they provide, student information systems interfere with learning.\u003c/p>\n\u003cp>“Learning requires involvement, interest, making mistakes—this is a poor substitute,” she said. The singular focus on grades that these systems encourage turns learning into a competitive, zero-sum game for students. “What we’re saying is, how do you compare to the kid sitting next to you, in terms of grades?” Further, by adopting these systems, schools make a strong statement about their values: “We’re ignoring best practices in child development, and saying what we do care about are grades.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>My own college-bound high school senior captured the mixed message that student information systems deliver. On the one hand, he liked it because it kept him on track with his grades and assignments. But did it help him learn? “School isn’t about learning,” Jeff said. “It’s about doing well.”\u003c/p>\n\u003cp>These up-to-the minute reports on a child’s grades also have a way of directing family conversation and focus to metrics at the expense of the subjects being taught or the other, non-academic developments occurring in a kid’s life, which might actually be weighing more heavily than the results of a bio quiz. “It looks like a disproportionate interest in this one aspect of their development,” she said. This comes at a time when research suggests that kids are more anxious about grades than their family or social lives. “That’s your greatest stress, and you get to check it five-six times a day?” Levine said.\u003c/p>\n\u003cp>Student information systems have a dangerous seductive quality as well. When Levine’s children were in high school, she found herself logging in compulsively to check their grades. Unable to stop herself, she finally disengaged from the system altogether. Levine would like to see schools stop using information systems entirely, just as roughly half the schools around the country gave up on class rank. “This should be next,” she said. “It’s even worse.”\u003c/p>\n\u003cp>For their part, parents asked about the uses of student information systems dismissed the notion that they helped their children learn. “It has nothing to do with learning, everything to do with measuring—which is all anyone cares about,” said Kathleen Feeney, mother of tenth- and twelfth-grade boys. “Learning? Interesting question,” wrote Kristen Pierotti, whose four school-age children log into PowerSchool with varying degrees of frequency. “It’s all about GPA!” said Terry Jacobs, whose college-age son advised his younger siblings to stay on top of their online tracking to better manage their end-of-quarter grades.\u003c/p>\n\u003cp>\u003cstrong>TEACHING RESPONSIBILITY?\u003c/strong>\u003c/p>\n\u003cp>But these same parents were quick to point out some benefits to the data systems. While they might not aid academic learning, the systems do encourage kids to be responsible for their performance in the classroom, many said. “Jeremy definitely feels more ‘ownership’ of his academic results, ‘brand’ and ‘profile’ through PowerSchool,” said Cheryl Barr about her tenth-grade son. “I do believe it helps them to see their grades in real time, and they work harder when they see they have slipped or need to pull up a grade to get into a desired range,” Pierotti said. It also helps keep teachers accountable to their students, said Maribeth Bowen, whose twelfth-grade daughter checks in regularly to be sure her grades are recorded accurately. What's more, these online grading systems remove any surprises from the quarterly report card, Pierotti added.\u003c/p>\n\u003cp>Angel Harris, co-author of \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674725102\">\u003cem>The Broken Compass: Parental Involvement with Children’s Education\u003c/em>\u003c/a>\u003cem>,\u003c/em> agrees that student information systems have the potential to be useful for kids. “It’s a good diagnostic for students, so they know when they’re missing points or assignments,” he said. As for parents’ use of the systems to oversee their children’s grades, he’s less sanguine. What matters is how parents respond to the information they encounter. “The punitive response”— punishing, withholding, berating — “is associated with declines in achievement,” Harris said.\u003c/p>\n\u003cp>What about teachers? Eleanor Lear taught English at Summit High School in New Jersey, and she dreaded using PowerSchool when it was first introduced. “I was really afraid of it,” she said. But Lear discovered that it helped keep her timely with grading and compelled her students to take ownership of their work. “The learning isn’t about English, but it’s about taking responsibility for themselves,” she said. “There’s no more Hail Marys at the end of the quarter, hoping to pull out an A- after getting all Cs,” she said. “It takes away their excuses.”\u003c/p>\n\u003cp>Not that it was all good. “For parents who had a propensity to obsess over grades, it gave them license to obsess even more,” Lear said. The system also rewarded grade-grubbers, she said, and drew students’ attention to tiny missed homework assignments rather than the subject. In addition, Lear squirmed over having her grade book open to students, parents and administrators. “There’s no room for you to apply your judgment,” she added.\u003c/p>\n\u003cp>Madeline Levine says these systems undermine what teachers and parents ultimately value. “Everything we hear about 21\u003csup>st\u003c/sup> century business, from business leaders, is that they want collaborators, communicators. And none of that comes through when the only thing schools focus on is metrics,” she said. Learning how to collaborate comes from working on group projects and absorbing cultural norms that promote cooperation and teamwork. “All this does is cultivate cynicism,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Beyond Grades: Do Games Have a Future As Assessment Tools?",
"title": "Beyond Grades: Do Games Have a Future As Assessment Tools?",
"headTitle": "ASSESSMENT | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32404\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most tests represent a snapshot of one moment in the trajectory of a student’s academic journey, extrapolating what the student has learned overall. There are plenty of ways educators are trying to supplement those tests with more \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">nuanced, formative assessments\u003c/a>. With the advent of game-based learning, educators have been investigating how data collected from video game play could provide insight into the way students think as they explore new concepts.\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab-research/\" target=\"_blank\">A report\u003c/a> from the game developers, learning specialists and psychometricians involved with GlassLab’s project \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> finds that there’s great potential for games and assessment, but a lot of work to be done before games are used as primary assessment tools.\u003c/p>\n\u003cp>SimCityEDU is a game created to introduce environmental science to middle school students. Through game play, students are asked to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\" target=\"_blank\">conduct interviews, review research,\u003c/a> interpret information they’ve gathered, draw conclusions, graph data, and make decisions about how to best protect the environment in a prototype city, and with each step, the game assesses every choice.\u003c/p>\n\u003cp>The goal is to move beyond tests that give little meaningful information about how or what students have learned, instead using data gathered from actions in a game to paint a picture of growth of knowledge. The report finds that this game-based assessment is a promising new field, but the work is still in its initial phases. The report finds that the close collaboration of all parties is crucial. Psychometricians, game designers, and learning specialists all need to work together to understand how to create the best learning experience. Just as game creators should work closely with teachers when creating the games, rather than just handing off their finished products, psychometricians need to be part of the designing and creating phases, too.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well.”\u003c/aside>\n\u003cp>“The tests that we use today in school don’t test for things that are that useful,” said Anya Kamenetz, author of forthcoming book on future of assessment called \u003cem>The Test \u003c/em> and author of the GlassLab report’s \u003ca href=\"http://www.instituteofplay.org/wp-content/uploads/2014/02/GlassLab_GBA1_Summary.pdf\" target=\"_blank\">executive summary, \u003c/a>(and a contributing writer to MindShift). \"Accountability tests [measure] reading and math,\" she said, but students need to know so much more than those subjects in the world outside of school. Games more accurately test those less tangible qualities by building higher order thinking skills into the game play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The state of mind that game designers are chasing is similar to what teachers are trying to do, which is get students in the zone of proximal development,” Kamenetz said. That means finding the “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\">sweet spot\u003c/a>” where the material isn’t too easy or too hard. It should provide a challenging and thus engaging experience, but not be such a frustrating experience that students quit. Games reach this state naturally by preventing players from moving on until they’ve mastered the skills needed at lower levels.\u003c/p>\n\u003cp>That’s why psychometricians are so excited about game play as a lens into learning. Psychometrics is an old discipline that tries to quantify intellectual achievement. Its practitioners use statistics to try and figure out what people know and how they think. Psychometricians are often responsible for creating tests.\u003c/p>\n\u003cp>[contextly_sidebar id=\"94bea6c316ca51896f166e8a14436ee2\"]\u003c/p>\n\u003cp>“Psychometrics has something to bring to the table,” Kamenetz said. But at the same time, game-based learning is challenging the psychometric field to move into the 21st century. The data analytics available to educators now are changing the landscape for psychometricians, who need to evolve a new set of tools to measure the principles important to the discipline -- reliability, generalizability, comparability and validity -- within a new context.\u003c/p>\n\u003cp>Games are proving to be a good place to start the delicate partnership between the diverse working styles of game developers, educators and psychometricians.\u003c/p>\n\u003cp>“There’s reading, there’s science involved, there’s strategy and systems thinking and there’s perseverance,” Kamenetz said about SimCityEDU. “You can’t artificially tease those apart, you have to look at them all together.” It’s that holistic view that is so novel. Current tests isolate subjects and skills, rather than testing how a student uses everything he knows to explore, test out ideas, and gain experience.\u003c/p>\n\u003cp>“Clearly this isn’t the kind of test you can drop from the sky in a high stakes context and expect people to perform,” Kamenetz said. Players respond differently to games for many reasons including level of experience and interest in game play, not to mention whether they understand the academic concepts. But, Kamenetz argues that bubble tests take a certain amount of familiarity with the format as well.\u003c/p>\n\u003cp>“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well,” Kamenetz said. “So we need a better test.” The game-based assessment work is promising, but still a long way off, and alternatives need to be developed in tandem.\u003c/p>\n\u003cp>“One thing that might stop this in its tracks is the ability to extract data from naturalistic interactions,” Kamenetz said. Tools are already being tested that eavesdrop on students in unstructured situations that can fairly accurately predict knowledge based on the words used and complexity of thought. If this technology catches on it would allow educators to removing the artificial game world from the assessment, making it a very real test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, the GlassLab report is a call to psychometricians to continue the work on game-based assessments. It questions how tests are currently built and the role psychometricians can have on changing them more than on the impact of game-based assessment in the classroom. Predictive technologies and complex data analytics already exist in the commercial world, so why shouldn’t those techniques be applied to the important work of teaching?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32404\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\">\u003cimg class=\"size-full wp-image-32404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/photo1-e1383092487821.jpg\" alt=\"photo(1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/photo1-e1383092487821-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">TB\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most tests represent a snapshot of one moment in the trajectory of a student’s academic journey, extrapolating what the student has learned overall. There are plenty of ways educators are trying to supplement those tests with more \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">nuanced, formative assessments\u003c/a>. With the advent of game-based learning, educators have been investigating how data collected from video game play could provide insight into the way students think as they explore new concepts.\u003c/p>\n\u003cp>\u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab-research/\" target=\"_blank\">A report\u003c/a> from the game developers, learning specialists and psychometricians involved with GlassLab’s project \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/let-the-games-begin-students-and-teachers-dive-into-simcityedu/\" target=\"_blank\">SimCityEDU\u003c/a> finds that there’s great potential for games and assessment, but a lot of work to be done before games are used as primary assessment tools.\u003c/p>\n\u003cp>SimCityEDU is a game created to introduce environmental science to middle school students. Through game play, students are asked to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\" target=\"_blank\">conduct interviews, review research,\u003c/a> interpret information they’ve gathered, draw conclusions, graph data, and make decisions about how to best protect the environment in a prototype city, and with each step, the game assesses every choice.\u003c/p>\n\u003cp>The goal is to move beyond tests that give little meaningful information about how or what students have learned, instead using data gathered from actions in a game to paint a picture of growth of knowledge. The report finds that this game-based assessment is a promising new field, but the work is still in its initial phases. The report finds that the close collaboration of all parties is crucial. Psychometricians, game designers, and learning specialists all need to work together to understand how to create the best learning experience. Just as game creators should work closely with teachers when creating the games, rather than just handing off their finished products, psychometricians need to be part of the designing and creating phases, too.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well.”\u003c/aside>\n\u003cp>“The tests that we use today in school don’t test for things that are that useful,” said Anya Kamenetz, author of forthcoming book on future of assessment called \u003cem>The Test \u003c/em> and author of the GlassLab report’s \u003ca href=\"http://www.instituteofplay.org/wp-content/uploads/2014/02/GlassLab_GBA1_Summary.pdf\" target=\"_blank\">executive summary, \u003c/a>(and a contributing writer to MindShift). \"Accountability tests [measure] reading and math,\" she said, but students need to know so much more than those subjects in the world outside of school. Games more accurately test those less tangible qualities by building higher order thinking skills into the game play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The state of mind that game designers are chasing is similar to what teachers are trying to do, which is get students in the zone of proximal development,” Kamenetz said. That means finding the “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-the-sweet-spot-of-difficulty-for-learning/\" target=\"_blank\">sweet spot\u003c/a>” where the material isn’t too easy or too hard. It should provide a challenging and thus engaging experience, but not be such a frustrating experience that students quit. Games reach this state naturally by preventing players from moving on until they’ve mastered the skills needed at lower levels.\u003c/p>\n\u003cp>That’s why psychometricians are so excited about game play as a lens into learning. Psychometrics is an old discipline that tries to quantify intellectual achievement. Its practitioners use statistics to try and figure out what people know and how they think. Psychometricians are often responsible for creating tests.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Psychometrics has something to bring to the table,” Kamenetz said. But at the same time, game-based learning is challenging the psychometric field to move into the 21st century. The data analytics available to educators now are changing the landscape for psychometricians, who need to evolve a new set of tools to measure the principles important to the discipline -- reliability, generalizability, comparability and validity -- within a new context.\u003c/p>\n\u003cp>Games are proving to be a good place to start the delicate partnership between the diverse working styles of game developers, educators and psychometricians.\u003c/p>\n\u003cp>“There’s reading, there’s science involved, there’s strategy and systems thinking and there’s perseverance,” Kamenetz said about SimCityEDU. “You can’t artificially tease those apart, you have to look at them all together.” It’s that holistic view that is so novel. Current tests isolate subjects and skills, rather than testing how a student uses everything he knows to explore, test out ideas, and gain experience.\u003c/p>\n\u003cp>“Clearly this isn’t the kind of test you can drop from the sky in a high stakes context and expect people to perform,” Kamenetz said. Players respond differently to games for many reasons including level of experience and interest in game play, not to mention whether they understand the academic concepts. But, Kamenetz argues that bubble tests take a certain amount of familiarity with the format as well.\u003c/p>\n\u003cp>“The tests we have don’t do a good job of measuring what’s important to us and they don’t measure what they do measure very well,” Kamenetz said. “So we need a better test.” The game-based assessment work is promising, but still a long way off, and alternatives need to be developed in tandem.\u003c/p>\n\u003cp>“One thing that might stop this in its tracks is the ability to extract data from naturalistic interactions,” Kamenetz said. Tools are already being tested that eavesdrop on students in unstructured situations that can fairly accurately predict knowledge based on the words used and complexity of thought. If this technology catches on it would allow educators to removing the artificial game world from the assessment, making it a very real test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ultimately, the GlassLab report is a call to psychometricians to continue the work on game-based assessments. It questions how tests are currently built and the role psychometricians can have on changing them more than on the impact of game-based assessment in the classroom. Predictive technologies and complex data analytics already exist in the commercial world, so why shouldn’t those techniques be applied to the important work of teaching?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The \u003ca href=\"http://www.gatesfoundation.org/What-We-Do/US-Program/College-Ready-Education\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> just released a \u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\">report\u003c/a> detailing the results of 3,100 teacher surveys and 1,250 student surveys on the kinds of digital instruction tools that are useful and effective. The foundation has asked teachers and students what they need when it comes to digital instruction, aiming to close the communication gap between commercial developers and schools.\u003c/p>\n\u003cp>One of the biggest takeaways is that most teachers -- 54 percent -- don't find many of the digital tools they use effective. That's partly because teachers often aren't making purchasing decisions. When they do have a say in tool selection they often report on its effectiveness more favorably. When asked about free products, teachers reported that free products are just as likely to be effective as the products the district purchased for them.\u003c/p>\n\u003cp>[Click on images below for higher resolution.]\u003c/p>\n\u003cfigure id=\"attachment_35215\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings.jpg\">\u003cimg class=\"size-large wp-image-35215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings-640x358.jpg\" alt=\"key-findings\" width=\"640\" height=\"358\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In terms of content, teachers are looking for digital tools that support their efforts to help students become college and career ready, including tools that are aligned to Common Core State Standards and the Next Generation Science Standards. Although there are many math-only and English Language Arts-only digital tools for the high school level, both teachers and students report low expectations of effectiveness when using those tools. There is a large gap of both perceived effectiveness and availability of science content at every grade level, and while few products are aimed at social studies-only, teachers often find those tools to be effective.\u003c/p>\n\u003cp>The report paints a picture of a fragmented system where teachers are constantly searching for tools to help them meet new standards and requirements, but are distanced from decision making about the tools they use in the classroom. Product developers are focusing on math and ELA tools, but teachers and students don't always find them to work well, with particularly large standard gaps when it comes to high school math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\" target=\"_blank\">Click here for the full report [PDF].\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_35216\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart.jpg\">\u003cimg class=\"size-large wp-image-35216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart-640x453.jpg\" alt=\"chart\" width=\"640\" height=\"453\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.gatesfoundation.org/What-We-Do/US-Program/College-Ready-Education\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> just released a \u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\">report\u003c/a> detailing the results of 3,100 teacher surveys and 1,250 student surveys on the kinds of digital instruction tools that are useful and effective. The foundation has asked teachers and students what they need when it comes to digital instruction, aiming to close the communication gap between commercial developers and schools.\u003c/p>\n\u003cp>One of the biggest takeaways is that most teachers -- 54 percent -- don't find many of the digital tools they use effective. That's partly because teachers often aren't making purchasing decisions. When they do have a say in tool selection they often report on its effectiveness more favorably. When asked about free products, teachers reported that free products are just as likely to be effective as the products the district purchased for them.\u003c/p>\n\u003cp>[Click on images below for higher resolution.]\u003c/p>\n\u003cfigure id=\"attachment_35215\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings.jpg\">\u003cimg class=\"size-large wp-image-35215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings-640x358.jpg\" alt=\"key-findings\" width=\"640\" height=\"358\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In terms of content, teachers are looking for digital tools that support their efforts to help students become college and career ready, including tools that are aligned to Common Core State Standards and the Next Generation Science Standards. Although there are many math-only and English Language Arts-only digital tools for the high school level, both teachers and students report low expectations of effectiveness when using those tools. There is a large gap of both perceived effectiveness and availability of science content at every grade level, and while few products are aimed at social studies-only, teachers often find those tools to be effective.\u003c/p>\n\u003cp>The report paints a picture of a fragmented system where teachers are constantly searching for tools to help them meet new standards and requirements, but are distanced from decision making about the tools they use in the classroom. Product developers are focusing on math and ELA tools, but teachers and students don't always find them to work well, with particularly large standard gaps when it comes to high school math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"MsoNormal\">\u003cstrong> By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"MsoNormal\">Play is nothing if not social. Games organize play, allowing us to wrangle and experiment with the world. When we play games, more often than not, it's \u003cem>us\u003c/em> under the microscope.\u003c/p>\n\u003cp>Video games, however, have been a bit of an aberration in the history of play and games. Many of them have been solitary experiences. That's changing, though. We're in the midst of a multiplayer video game renaissance that's bringing people together. Equally exciting is the trend in design toward video games that build social skills and encourage players to reflect on themselves and their relationships. Here are a few games that do just that.\u003c/p>\n\u003ch3 class=\"MsoNormal\">1.\u003ca href=\"http://thesocialexpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> The Social Express\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">This app features a series of appealing animated episodes that model real world social situations. Rather than passively watching the scenes play out, kids have choices to make, such as helping the characters navigate common social interactions, follow social cues, and make the appropriate decisions. Along the way, they learn key social skills in a safe environment that makes it much easier to transfer the skills into daily life.\u003c/p>\n\u003cfigure id=\"attachment_35125\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialexpresspro2-640x480.png\" alt=\"socialexpresspro2\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"The Social Experiment\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">2. \u003ca href=\"http://store.steampowered.com/app/220780/\" target=\"_blank\" rel=\"noopener noreferrer\">Thomas Was Alone\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Billed as an \"indie minimalist platformer,\" \u003cem>Thomas Was Alone's\u003c/em> characters are just colorful shapes, yet they all have distinct personalities. The game's well-crafted narration provides the characters with personality strengths and weaknesses mirrored in differing abilities and mechanics. By guiding these characters through the world and empathizing with them, players naturally map themselves and their relationships on the characters. It’s a great example of how a single player experience can still build social and emotional intelligence. \u003ca href=\"http://www.graphite.org/game/thomas-was-alone-teacher-review/3918436\">One teacher on Common Sense Education \u003c/a>loves that it focuses on \"character building\" and \"made... students stop and think.\"\u003c/p>\n\u003cfigure id=\"attachment_35124\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/thomas_was_alone_6-640x360.jpg\" alt=\"Thomas Was Alone\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Thomas Was Alone\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">3. \u003ca href=\"http://www.makeourway.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Way\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">The most experimental and perhaps most irresistibly interesting game on this list, \u003cem>Way\u003c/em> makes collaboration and communication crucial to success. Players get paired together and then guide each other through a level using gesture and non-verbal cues. Players take turns being the guide and guided, experiencing what it's like to be responsible for someone else as well as what it's like to place trust in another. It's a simple but smart concept that helps kids be better collaborators while simultaneously getting them to think critically about all the myriad ways we communicate.\u003c/p>\n\u003cfigure id=\"attachment_35126\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/way3-640x400.jpg\" alt=\"Way\" width=\"640\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Way\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">4. \u003ca href=\"https://itunes.apple.com/us/app/social-adventures/id468235375?mt=8\" target=\"_blank\" rel=\"noopener noreferrer\">Social Adventures\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Developed by learning and behavior experts\u003cem>, Social Adventures\u003c/em> offers a treasure trove of resources for caregivers or educators looking for ways to help kids --particularly those with learning difficulties or special needs – learn about and practice basic social strategies, skills, and routines. While it's not necessarily a game, it features a host of activities and games caregivers and educators can facilitate with individual kids or small groups.\u003c/p>\n\u003cfigure id=\"attachment_35127\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialadventures4-300x400.jpg\" alt=\"Social Adventures\" width=\"300\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Social Adventures\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>All of the games above are designed – both explicitly and implicitly – to be pro-social, but what about games that aren't? Caregivers and educators need to recognize that \u003cem>all \u003c/em>of the games kids play -- whether on a field, tabletop, or screen – can be deeply social. Kids need the tools to make sure that these gaming experiences are enriching and productive. The games on this list are a good first spark to get kids on their way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\" target=\"_blank\" rel=\"noopener noreferrer\">Click here\u003c/a> for more reviews of games and apps.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Play is nothing if not social. Games organize play, allowing us to wrangle it and use it to experiment with the world. When we play games, more often than not, it's us under the microscope. But there's a trend in design toward video games that build social skills and encourage players to reflect on themselves and their relationships. Here are a few games that do just that.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"MsoNormal\">\u003cstrong> By Tanner Higgin, \u003ca href=\"https://www.commonsense.org/education/\">Common Sense Education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"MsoNormal\">Play is nothing if not social. Games organize play, allowing us to wrangle and experiment with the world. When we play games, more often than not, it's \u003cem>us\u003c/em> under the microscope.\u003c/p>\n\u003cp>Video games, however, have been a bit of an aberration in the history of play and games. Many of them have been solitary experiences. That's changing, though. We're in the midst of a multiplayer video game renaissance that's bringing people together. Equally exciting is the trend in design toward video games that build social skills and encourage players to reflect on themselves and their relationships. Here are a few games that do just that.\u003c/p>\n\u003ch3 class=\"MsoNormal\">1.\u003ca href=\"http://thesocialexpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\"> The Social Express\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">This app features a series of appealing animated episodes that model real world social situations. Rather than passively watching the scenes play out, kids have choices to make, such as helping the characters navigate common social interactions, follow social cues, and make the appropriate decisions. Along the way, they learn key social skills in a safe environment that makes it much easier to transfer the skills into daily life.\u003c/p>\n\u003cfigure id=\"attachment_35125\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialexpresspro2-640x480.png\" alt=\"socialexpresspro2\" width=\"640\" height=\"480\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"The Social Experiment\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">2. \u003ca href=\"http://store.steampowered.com/app/220780/\" target=\"_blank\" rel=\"noopener noreferrer\">Thomas Was Alone\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Billed as an \"indie minimalist platformer,\" \u003cem>Thomas Was Alone's\u003c/em> characters are just colorful shapes, yet they all have distinct personalities. The game's well-crafted narration provides the characters with personality strengths and weaknesses mirrored in differing abilities and mechanics. By guiding these characters through the world and empathizing with them, players naturally map themselves and their relationships on the characters. It’s a great example of how a single player experience can still build social and emotional intelligence. \u003ca href=\"http://www.graphite.org/game/thomas-was-alone-teacher-review/3918436\">One teacher on Common Sense Education \u003c/a>loves that it focuses on \"character building\" and \"made... students stop and think.\"\u003c/p>\n\u003cfigure id=\"attachment_35124\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/thomas_was_alone_6-640x360.jpg\" alt=\"Thomas Was Alone\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\">Thomas Was Alone\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">3. \u003ca href=\"http://www.makeourway.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Way\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">The most experimental and perhaps most irresistibly interesting game on this list, \u003cem>Way\u003c/em> makes collaboration and communication crucial to success. Players get paired together and then guide each other through a level using gesture and non-verbal cues. Players take turns being the guide and guided, experiencing what it's like to be responsible for someone else as well as what it's like to place trust in another. It's a simple but smart concept that helps kids be better collaborators while simultaneously getting them to think critically about all the myriad ways we communicate.\u003c/p>\n\u003cfigure id=\"attachment_35126\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-35126\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/way3-640x400.jpg\" alt=\"Way\" width=\"640\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Way\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003ch3 class=\"MsoNormal\">4. \u003ca href=\"https://itunes.apple.com/us/app/social-adventures/id468235375?mt=8\" target=\"_blank\" rel=\"noopener noreferrer\">Social Adventures\u003c/a>\u003c/h3>\n\u003cp class=\"MsoNormal\">Developed by learning and behavior experts\u003cem>, Social Adventures\u003c/em> offers a treasure trove of resources for caregivers or educators looking for ways to help kids --particularly those with learning difficulties or special needs – learn about and practice basic social strategies, skills, and routines. While it's not necessarily a game, it features a host of activities and games caregivers and educators can facilitate with individual kids or small groups.\u003c/p>\n\u003cfigure id=\"attachment_35127\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35127\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/socialadventures4-300x400.jpg\" alt=\"Social Adventures\" width=\"300\" height=\"400\">\u003cfigcaption class=\"wp-caption-text\">Social Adventures\" credit=\"\u003c/figcaption>\u003c/figure>\n\u003cp>All of the games above are designed – both explicitly and implicitly – to be pro-social, but what about games that aren't? Caregivers and educators need to recognize that \u003cem>all \u003c/em>of the games kids play -- whether on a field, tabletop, or screen – can be deeply social. Kids need the tools to make sure that these gaming experiences are enriching and productive. The games on this list are a good first spark to get kids on their way.\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://ww2.kqed.org/mindshift/feature/educational-apps/\" target=\"_blank\" rel=\"noopener noreferrer\">Click here\u003c/a> for more reviews of games and apps.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tanner Higgin is director, education editorial strategy at \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a>, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology thoughtfully, critically, and creatively. Go to \u003ca href=\"https://tely2.kqed.org/owa/redir.aspx?C=frtTj172IE2WOhWN95x36BykyXYVkFUKNVMzLQYOAaiOC8vN6NnUCA..&URL=http%3a%2f%2fwww.commonsense.org%2feducation\">Common Sense Education\u003c/a> for free resources, including full reviews of digital tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Taking Stock: Do MOOCs Work Best For Educated People?",
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"content": "\u003cfigure id=\"attachment_31387\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/college-library.jpg\" alt=\"college-library\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After just a few years, an explosion of interest, a lot of criticism and some iteration, the MOOC craze has recently come under close scrutiny. A recent \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\">University of Pennsylvania study\u003c/a> of the 16 courses that the university offered through \u003ca href=\"https://www.coursera.org/\">Coursera \u003c/a>indicates that classes with thousands of students may not close the college gap as quickly as some champions had hoped.\u003c/p>\n\u003cp>On average, the University of Pennsylvania completion rate for its MOOCS was just four percent, although completion rates went up when the expectations for the class were lower. “One thing that did seem to make a difference was the number of expectations on the users,” said Laura Perna, co-author of the study on \u003ca href=\"http://www.kqed.org/a/forum/R201312120900\">KQED’s Forum program\u003c/a>. “Those who had fewer homework assignments, for example, had higher persistence rates.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems.”\u003c/aside>\n\u003cp>\u003ca href=\"http://www.nature.com/nature/journal/v503/n7476/full/503342a.html\">Another study\u003c/a> conducted by Ezekiel Emanuel at the University of Pennsylvania found that 80 percent of MOOC users already have an advanced degree. Combined these studies cast doubt on the original hope that MOOCs would provide low-cost higher education to people across the world that don’t have access to traditional universities, but do have access to the internet and a motivation to learn.\u003c/p>\n\u003cp>A collaboration between another MOOC provider, \u003ca href=\"https://www.udacity.com/\">Udacity\u003c/a>, and San Jose State University\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-college-online-20131217,0,7650543.story#axzz2nquIxs4T\"> has also soured\u003c/a> the perception that MOOCs can help struggling students in the U.S. get remedial help. \u003ca href=\"http://www.insidehighered.com/news/2013/01/16/california-looks-moocs-online-push\">San Jose State targeted underserved students\u003c/a> with remedial MOOC-style classes because those courses are in high demand. But many of the students that need remedial help were also less familiar with computers, had unstable access to the internet and learning challenges that made it difficult for them to succeed in regular classrooms as well. Students in the San Jose State Udacity classes did worse than their counterparts in normal classrooms.\u003c/p>\n\u003cp>“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems,” said Peter Hadreas, philosophy chair at San Jose State and a MOOC skeptic on KQED’s Forum program. “Students who already have degrees who take MOOCs do much better.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"e76ab0b92af99f9789bf16df3e82b051\"]\u003c/p>\n\u003cp>Sebastian Thrun, founder and CEO of Udacity, doesn’t disagree with Hadreas, but he also doesn’t see that fact as a bad thing. “We have a lot of data that the dominant part of our students are actually people who would not partake in education and they enjoy the convenience of being able to learn at home, at their own pace,” Thrun said. He sees MOOCs playing a crucial role in helping adults retool their skill sets to meet modern workforce demands. Tech companies like Facebook are contracting with Udacity to develop in-service training for their employees because its cheaper and easier than sending them to off site trainings.\u003c/p>\n\u003cp>A sophomore at San Jose State University called into Forum saying he had taken a Udacity computer science course through the university and liked it more than other courses he has taken. “Whenever I had a problem or question there was always someone there to answer it, which was really helpful when there was a concept I couldn’t grasp,” he said.\u003c/p>\n\u003cp>On-demand mentoring is one way that MOOCs have been improving pass rates. “Being there at the right time, when a student gets stuck, doesn’t mean you have to spend hours and hours with that same student,” Thrun said. He estimates on average each student needed three to six hours of help over the course of the semester. But mentors found that many students had the same questions, so they could efficiently disseminate answers using Udacity’s platform.\u003c/p>\n\u003cp>Even if MOOCs don’t end up proving to be a panacea for the rising costs of education, these initial experiments show that they could still be an important player in adult education. The skill gap in the American workforce continues to widen and being able to quickly and cheaply acquire a few new skills to become more competitive in the job market could benefit those lucky people who already have some academic acumen. A \u003ca href=\"http://www.mckinsey.com/insights/economic_studies/talent_tensions_ahead_a_ceo_briefing\">McKinsey report \u003c/a>estimates that by 2020 85 million jobs worldwide will require skilled labor.\u003c/p>\n\u003cp>Re-educating people who were lucky enough to get college degrees in the wrong fields won’t likely be enough to meet that demand. Which brings back the initial hope that MOOCs would be a way to educate the masses.\u003c/p>\n\u003cp>“The motivation was very much to be able to deliver excellent education for less money,” Hadreas said of the San Jose State experiment. But, teachers who have participated in both Udacity and edX have found that course preparation and execution is time consuming and not necessarily cheaper or easier than normal classes when done well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to establish an honest dialogue about what works and doesn’t work,” Thrun said. “And I want to establish a space where we can experiment with these things instead of shying away and very quickly labeling something as not working.” Two years isn’t much time to solve the world’s higher education problem, and while MOOCs have lost some of their initial sheen, as they experiment, they may come up with something better.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31387\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/college-library.jpg\" alt=\"college-library\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/college-library-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After just a few years, an explosion of interest, a lot of criticism and some iteration, the MOOC craze has recently come under close scrutiny. A recent \u003ca href=\"http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti\">University of Pennsylvania study\u003c/a> of the 16 courses that the university offered through \u003ca href=\"https://www.coursera.org/\">Coursera \u003c/a>indicates that classes with thousands of students may not close the college gap as quickly as some champions had hoped.\u003c/p>\n\u003cp>On average, the University of Pennsylvania completion rate for its MOOCS was just four percent, although completion rates went up when the expectations for the class were lower. “One thing that did seem to make a difference was the number of expectations on the users,” said Laura Perna, co-author of the study on \u003ca href=\"http://www.kqed.org/a/forum/R201312120900\">KQED’s Forum program\u003c/a>. “Those who had fewer homework assignments, for example, had higher persistence rates.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems.”\u003c/aside>\n\u003cp>\u003ca href=\"http://www.nature.com/nature/journal/v503/n7476/full/503342a.html\">Another study\u003c/a> conducted by Ezekiel Emanuel at the University of Pennsylvania found that 80 percent of MOOC users already have an advanced degree. Combined these studies cast doubt on the original hope that MOOCs would provide low-cost higher education to people across the world that don’t have access to traditional universities, but do have access to the internet and a motivation to learn.\u003c/p>\n\u003cp>A collaboration between another MOOC provider, \u003ca href=\"https://www.udacity.com/\">Udacity\u003c/a>, and San Jose State University\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-college-online-20131217,0,7650543.story#axzz2nquIxs4T\"> has also soured\u003c/a> the perception that MOOCs can help struggling students in the U.S. get remedial help. \u003ca href=\"http://www.insidehighered.com/news/2013/01/16/california-looks-moocs-online-push\">San Jose State targeted underserved students\u003c/a> with remedial MOOC-style classes because those courses are in high demand. But many of the students that need remedial help were also less familiar with computers, had unstable access to the internet and learning challenges that made it difficult for them to succeed in regular classrooms as well. Students in the San Jose State Udacity classes did worse than their counterparts in normal classrooms.\u003c/p>\n\u003cp>“If there is any overall pattern so far it is that students who are beginning students, more remedial students, they’re going to have problems,” said Peter Hadreas, philosophy chair at San Jose State and a MOOC skeptic on KQED’s Forum program. “Students who already have degrees who take MOOCs do much better.”\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>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Sebastian Thrun, founder and CEO of Udacity, doesn’t disagree with Hadreas, but he also doesn’t see that fact as a bad thing. “We have a lot of data that the dominant part of our students are actually people who would not partake in education and they enjoy the convenience of being able to learn at home, at their own pace,” Thrun said. He sees MOOCs playing a crucial role in helping adults retool their skill sets to meet modern workforce demands. Tech companies like Facebook are contracting with Udacity to develop in-service training for their employees because its cheaper and easier than sending them to off site trainings.\u003c/p>\n\u003cp>A sophomore at San Jose State University called into Forum saying he had taken a Udacity computer science course through the university and liked it more than other courses he has taken. “Whenever I had a problem or question there was always someone there to answer it, which was really helpful when there was a concept I couldn’t grasp,” he said.\u003c/p>\n\u003cp>On-demand mentoring is one way that MOOCs have been improving pass rates. “Being there at the right time, when a student gets stuck, doesn’t mean you have to spend hours and hours with that same student,” Thrun said. He estimates on average each student needed three to six hours of help over the course of the semester. But mentors found that many students had the same questions, so they could efficiently disseminate answers using Udacity’s platform.\u003c/p>\n\u003cp>Even if MOOCs don’t end up proving to be a panacea for the rising costs of education, these initial experiments show that they could still be an important player in adult education. The skill gap in the American workforce continues to widen and being able to quickly and cheaply acquire a few new skills to become more competitive in the job market could benefit those lucky people who already have some academic acumen. A \u003ca href=\"http://www.mckinsey.com/insights/economic_studies/talent_tensions_ahead_a_ceo_briefing\">McKinsey report \u003c/a>estimates that by 2020 85 million jobs worldwide will require skilled labor.\u003c/p>\n\u003cp>Re-educating people who were lucky enough to get college degrees in the wrong fields won’t likely be enough to meet that demand. Which brings back the initial hope that MOOCs would be a way to educate the masses.\u003c/p>\n\u003cp>“The motivation was very much to be able to deliver excellent education for less money,” Hadreas said of the San Jose State experiment. But, teachers who have participated in both Udacity and edX have found that course preparation and execution is time consuming and not necessarily cheaper or easier than normal classes when done well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I want to establish an honest dialogue about what works and doesn’t work,” Thrun said. “And I want to establish a space where we can experiment with these things instead of shying away and very quickly labeling something as not working.” Two years isn’t much time to solve the world’s higher education problem, and while MOOCs have lost some of their initial sheen, as they experiment, they may come up with something better.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_15000\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty.jpg\" alt=\"getty\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">\u003cstrong>By Jessy Irwin\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, teachers are responsible for maintaining numerous logins, passwords, data, and other private information about their students. As chief technology officer in the modern century classroom, an educator’s role becomes more complex (and potentially overwhelming) as more tablets, computers, and web tools are put in the hands of students. With so many tools, security and privacy are often an afterthought despite the increasing number of websites that fall victim to data breaches and security vulnerabilities each day.\u003c/p>\n\u003cp dir=\"ltr\">Last week, researchers discovered \u003ca href=\"http://heartbleed.com/\">Heartbleed\u003c/a>, a massive security flaw in an encryption tool used to protect data across some of the most popular sites on the web. For almost two years, this hole in OpenSSL may have quietly left two-thirds of the web vulnerable to eavesdropping, leaking private data including logins, passwords, and other information stored in Web servers to anyone who might be listening. Given the enormous amounts of information entrusted to teachers about their students, colleagues, and their communities, here are a few important measures teachers can take to protect themselves from Heartbleed.\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Don’t login to a site\u003c/strong> or attempt to change your passwords unless you’re certain that a vulnerable site has been fixed. Though most major web companies have fixed the Heartbleed bug, it’s important to note that logging in and changing passwords on a vulnerable site will leave you vulnerable to the likelihood of an attack.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>There are numerous resources\u003c/strong> that can help you determine whether a site is vulnerable or if it has been patched. If you use Google Apps for Education, Yahoo! Mail, Pinterest or Minecraft in your classroom and you haven’t changed your passwords in the last week, \u003ca href=\"http://mashable.com/2014/04/09/heartbleed-bug-websites-affected/\">it’s safe to do so now\u003c/a>. For Android users, \u003ca href=\"https://play.google.com/store/apps/details?id=com.lookout.heartbleeddetector\">this tool\u003c/a> from mobile security firm Lookout will help identify whether your operating system is susceptible to Heartbleed. Alternately, there are many tools that can check encrypted sites for the bug \u003ca href=\"http://lastpass.com/heartbleed/\">here\u003c/a>, \u003ca href=\"https://filippo.io/Heartbleed/\">here\u003c/a>, and \u003ca href=\"https://www.ssllabs.com/ssltest/index.html\">here\u003c/a>.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Your online accounts are more likely to be compromised\u003c/strong> by a phishing attack that attempts to steal account credentials than a hacker exploiting Heartbleed to steal data from servers. Because public awareness of Heartbleed is high, malicious hackers will do their best to make the most out of this situation as they can. For maximum security, educators should be manually accessing the sites they use when they want to login and change passwords instead of clicking through links within an email.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>If you’re using the same password for multiple accounts\u003c/strong> on the web, it is safest to assume all of the accounts using that password have been compromised. In the wake of major data breaches, criminals can and will employ tools that attempt to break into any online accounts they can. If you are one of many educators exercising this insecure habit, now is an excellent time time to break it. Password managers like \u003ca href=\"https://lastpass.com/\">LastPass\u003c/a>, \u003ca href=\"https://agilebits.com/onepassword\">1Password\u003c/a> and \u003ca href=\"http://keepass.info/\">KeePass\u003c/a> are valuable tools that can help educators to generate, store, and audit passwords for all of your web accounts.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Heartbleed may be affecting your school or district network, too.\u003c/strong> Security engineers are beginning to discover that firewalls, switches, virtual private networks, servers and other important network hardware are also susceptible to the hole in OpenSSL. In some cases, the records of your current and former students stored in an SIS are vulnerable, and sensitive information could be leaked without a trace to the rest of the web. District technology leaders, technology coordinators, and anyone maintaining databases full of student information should double check with hardware vendors to confirm whether their systems need patching or not.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>Though technologists and engineers have patched many of the sites vulnerable to Heartbleed, it's impossible to determine if sensitive user data may have leaked onto the web. While there is no such thing as being completely safe from hacking and data breaches on the web, there are many preventative measures that can be taken to protect sensitive data and online accounts. If there’s a lesson that can be taken away from Heartbleed, it’s this-- there’s never a bad time to be proactive about online security.\u003c/p>\n\u003cp>\u003cem>Jessy Irwin is a privacy and security advocate who once integrated technology and social media into a class of 3,000 students.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15000\" class=\"wp-caption center\" style=\"max-width: 506px\">\u003cimg class=\"size-full wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty.jpg\" alt=\"getty\" width=\"506\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty.jpg 506w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/getty-320x214.jpg 320w\" sizes=\"(max-width: 506px) 100vw, 506px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp dir=\"ltr\">\u003cstrong>By Jessy Irwin\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Every day, teachers are responsible for maintaining numerous logins, passwords, data, and other private information about their students. As chief technology officer in the modern century classroom, an educator’s role becomes more complex (and potentially overwhelming) as more tablets, computers, and web tools are put in the hands of students. With so many tools, security and privacy are often an afterthought despite the increasing number of websites that fall victim to data breaches and security vulnerabilities each day.\u003c/p>\n\u003cp dir=\"ltr\">Last week, researchers discovered \u003ca href=\"http://heartbleed.com/\">Heartbleed\u003c/a>, a massive security flaw in an encryption tool used to protect data across some of the most popular sites on the web. For almost two years, this hole in OpenSSL may have quietly left two-thirds of the web vulnerable to eavesdropping, leaking private data including logins, passwords, and other information stored in Web servers to anyone who might be listening. Given the enormous amounts of information entrusted to teachers about their students, colleagues, and their communities, here are a few important measures teachers can take to protect themselves from Heartbleed.\u003c/p>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Don’t login to a site\u003c/strong> or attempt to change your passwords unless you’re certain that a vulnerable site has been fixed. Though most major web companies have fixed the Heartbleed bug, it’s important to note that logging in and changing passwords on a vulnerable site will leave you vulnerable to the likelihood of an attack.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>There are numerous resources\u003c/strong> that can help you determine whether a site is vulnerable or if it has been patched. If you use Google Apps for Education, Yahoo! Mail, Pinterest or Minecraft in your classroom and you haven’t changed your passwords in the last week, \u003ca href=\"http://mashable.com/2014/04/09/heartbleed-bug-websites-affected/\">it’s safe to do so now\u003c/a>. For Android users, \u003ca href=\"https://play.google.com/store/apps/details?id=com.lookout.heartbleeddetector\">this tool\u003c/a> from mobile security firm Lookout will help identify whether your operating system is susceptible to Heartbleed. Alternately, there are many tools that can check encrypted sites for the bug \u003ca href=\"http://lastpass.com/heartbleed/\">here\u003c/a>, \u003ca href=\"https://filippo.io/Heartbleed/\">here\u003c/a>, and \u003ca href=\"https://www.ssllabs.com/ssltest/index.html\">here\u003c/a>.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Your online accounts are more likely to be compromised\u003c/strong> by a phishing attack that attempts to steal account credentials than a hacker exploiting Heartbleed to steal data from servers. Because public awareness of Heartbleed is high, malicious hackers will do their best to make the most out of this situation as they can. For maximum security, educators should be manually accessing the sites they use when they want to login and change passwords instead of clicking through links within an email.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>If you’re using the same password for multiple accounts\u003c/strong> on the web, it is safest to assume all of the accounts using that password have been compromised. In the wake of major data breaches, criminals can and will employ tools that attempt to break into any online accounts they can. If you are one of many educators exercising this insecure habit, now is an excellent time time to break it. Password managers like \u003ca href=\"https://lastpass.com/\">LastPass\u003c/a>, \u003ca href=\"https://agilebits.com/onepassword\">1Password\u003c/a> and \u003ca href=\"http://keepass.info/\">KeePass\u003c/a> are valuable tools that can help educators to generate, store, and audit passwords for all of your web accounts.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cp dir=\"ltr\">\u003cstrong>Heartbleed may be affecting your school or district network, too.\u003c/strong> Security engineers are beginning to discover that firewalls, switches, virtual private networks, servers and other important network hardware are also susceptible to the hole in OpenSSL. In some cases, the records of your current and former students stored in an SIS are vulnerable, and sensitive information could be leaked without a trace to the rest of the web. District technology leaders, technology coordinators, and anyone maintaining databases full of student information should double check with hardware vendors to confirm whether their systems need patching or not.\u003c/p>\n\u003c/li>\n\u003c/ul>\n\u003cp>Though technologists and engineers have patched many of the sites vulnerable to Heartbleed, it's impossible to determine if sensitive user data may have leaked onto the web. While there is no such thing as being completely safe from hacking and data breaches on the web, there are many preventative measures that can be taken to protect sensitive data and online accounts. If there’s a lesson that can be taken away from Heartbleed, it’s this-- there’s never a bad time to be proactive about online security.\u003c/p>\n\u003cp>\u003cem>Jessy Irwin is a privacy and security advocate who once integrated technology and social media into a class of 3,000 students.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Students Want More Alignment of Tech In and Out of School",
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"content": "\u003cp>Project Tomorrow's \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">2013 Speak Up survey \u003c/a>of more than 325,000 students and 75,000 parents, teachers and administrators digs into how students and teachers are using technology in school and for learning outside of school, and comes up with some interesting insights about the pervasiveness of tech use.\u003c/p>\n\u003cp>A quarter of students in grades 3-5 and a third of students in grades 6-12 report using a mobile device provided by their school in class. This trend is more pronounced in Title I schools. Still, as tech use proliferates, digital equity has risen to the top as a concern for district leaders. Forty-six percent of district technology leaders say student access to the internet outside of school is one of the most challenging issues they face.\u003c/p>\n\u003cp>The report also highlighted the popularity of digital learning games among both teachers and students. A quarter of teachers surveyed said they're integrating digital games into their teaching. Twenty-five percent of students report playing an online game outside of school specifically to learn something. And contrary to the stereotype, girls love video games too, with 37 percent of middle school girls reporting they play games regularly on tablets. The number of girls equals boys in mobile game play as well. The differences lie in the kinds of games each gender favors, with boys still dominating massively multi-player online games.\u003c/p>\n\u003cp>Check out the Project Tomorrow \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\" target=\"_blank\">infographic\u003c/a> below for more survey results and \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">read the whole report\u003c/a> for an in-depth breakdown.\u003c/p>\n\u003cfigure id=\"attachment_34938\" class=\"wp-caption center\" style=\"max-width: 1102px\">\u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\">\u003cimg class=\"size-full wp-image-34938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg\" alt=\"SU2013_MobileLearning-page-0\" width=\"1102\" height=\"1426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg 1102w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-400x518.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-320x414.jpg 320w\" sizes=\"(max-width: 1102px) 100vw, 1102px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"description": "\u003cimg class=\"alignleft size-full wp-image-35359\" src=\"http://blogs.kqed.org/mindshift/files/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames-140x140\" width=\"140\" height=\"140\" />\u003cstrong>MindShift Guide to Digital Games and Learning \u003c/strong>\r\n\r\nHow 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.\r\n\r\nThe MindShift Guide to Digital Games and Learning started as a series of blog posts 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.\r\n\r\n\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://blogs.kqed.org/mindshift/files/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>\r\n\r\nHere's a preview of the table of contents:\r\n\r\nIntroduction: Getting in the Game (Page 4)\r\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\r\n\r\nWhat the Research Says About Gaming and Screen Time (Page 6)\r\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.\r\n\r\nHow to Start Using Digital Games for Learning (Page 14)\r\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.\r\n\r\nHow to Choose a Digital Learning Game (Page 19)\r\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.\r\n\r\nOvercoming Obstacles for Using Digital Games in the Classroom (Page 27)\r\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.\r\n\r\nHow Teachers Are Using Games in the Classroom (Page 30)\r\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.\r\n\r\nBelow, you'll find the blog posts that kicked off the \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">MindShift Guide to Digital Games and Learning\u003c/a>.",
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"description": "Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, \u003ca href=\"http://blogs.kqed.org/mindshift/2011/03/the-bubble-test-the-bane-of-learning/\">assessments have become accountability tools\u003c/a> that end up hurting teachers, rather than helpful tools for teachers.\r\n\r\nBut the \u003ca href=\"http://blogs.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">movement against standardized testing grows\u003c/a>, as parents are choosing to opt their children out, even if it means \u003ca href=\"http://blogs.kqed.org/mindshift/2013/12/what-happens-when-parents-decide-to-opt-out-of-standardized-tests/\">there may be repercussions\u003c/a>.\r\n\r\nAmidst this backlash against standardized tests, many \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">schools and teachers are finding ways to give students meaningful feedback\u003c/a> on their work before testing them, so they have time to improve or shift course. These \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">formative assessments\u003c/a> -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a \u003ca href=\"http://blogs.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">slew of tech products\u003c/a> that promise to make these formative assessments easier.\r\n\r\nTake a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">video games for assessment\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO ASSESSMENT\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">The Importance of Low-Stakes Student Feedback\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">Rethinking Assessment: Trusting Teachers to Evaluate Student Learning\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">Beyond the Bubble Test: How Will We Measure Learning in the Future?\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games for Formative Assessment\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\">Is Kindergarten Too Young to Test?\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">More Progressive Ways to Measure Deeper Level of Learning\u003c/a>",
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