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"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. Some of these students then wonder why they cannot find their files; they accuse the computer of eating up the work they saved.They wonder why their file has to be found by a desperate computer teacher and is titled 'Untitled' and is sitting in an unknown folder. In most cases, students do not know what happens in the strange underworld of computer files. They just hope their work will be found again when needed.\u003c/p>\n\u003cp>Dealing with files is usually learned in the process of working with the application that matters - Word, iMovie, Photoshop for example. Most adults have worked long enough with files that they can save, backup, rename, import, export, upload, download, search and organize files without fear. They know that occasionally one must check file types, dates or file sizes. The third grader has to master this while also learning how to write a book report. No one will give them a lesson on \u003c!--more-->computer file management. No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? Will an average user ever want to use a non-Cloud application and save an old style computer file?\u003c/p>\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education. While school science classes ensure that everyone knows a little about atoms, planets and dinosaurs, there are no lessons on the working of a computer. Some argue that software experts should keep this hidden; we need teach this only to the computer science students.\u003c/p>\n\u003cp>However, just as we need to know about animal cells, it is vital to understand a little about computers. In today’s world, one may argue that this is more important than learning about rock formations. Basic concepts on operating systems like file management should be introduced in grade school. These young students will find a lesson on how computers work as fascinating as one on electricity. It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The App's the Thing: Shakespeare Goes Social",
"title": "The App's the Thing: Shakespeare Goes Social",
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"content": "\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"description": "By Aran Levasseur Shakespeare is going digital. Notre Dame professor Elliott Visconsi has co-created a new app for the iPad called The Tempest that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Four Smart Ways to Use Cell Phones in Class",
"title": "Four Smart Ways to Use Cell Phones in Class",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Erin Scott By Jennifer Carey A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_25152\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-it-like-to-be-a-molecule-science-meets-embodied-learning/chem_art_directed_1024/\" rel=\"attachment wp-att-25152\">\u003cimg class=\"size-large wp-image-25152\" title=\"chem_art_directed_1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/chem_art_directed_1024-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SMALLab's Chemistry Titration Lab\u003c/figcaption>\u003c/figure>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">\"Embodied learning\" is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is \u003ca href=\"http://smallablearning.com\">SMALLab\u003c/a>, based in Los Angeles. The company has created activities -- check out their \u003ca href=\"http://smallablearning.com/scenarios/browse\">different learning scenarios \u003c/a>-- that use large projected environments as experimental playgrounds of movement connected to learning targets.\u003c/p>\n\u003cp>For example, in \u003ca href=\"http://smallablearning.com/research\">one activity\u003c/a>, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.\u003c/p>\n\u003cp>\u003ca href=\"http://smallablearning.com/research\">In another example,\u003c/a> students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.\u003c/p>\n\u003cp>Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, \"there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, \u003c!--more-->see graphs that change in real time, and feel how their bodies move through the space.\" Its open-source \u003ca href=\"http://smallablearning.com/developer-program\" target=\"_blank\">software development kit\u003c/a> allows schools to create new scenarios.\u003c/p>\n\u003cp>Why go through such lengths to teach this material? According to \u003ca href=\"http://www.ascd.org/research-a-topic/brain-based-learning-resources.aspx\">brain-based learning advocates\u003c/a>, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of \u003ca href=\"http://brainrules.net/\">Brain Rules\u003c/a>, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/two-students-video-game-innovations-in-science/\">2 Students + Video Game = Innovations in Science\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/\">Computer Science With a Twist: Students Hack into Kinect\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">Is it Possible To Combine TV and Active Play?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In \u003ca href=\"http://smallablearning.com/research\">their own research\u003c/a> conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that \"there is a marked increase in the number of \u003cem>student-to-student\u003c/em> and \u003cem>student-discussions\u003c/em> during SMALLab.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For SMALLab to work well, the company recommends that embodied learning activities are one component of the instruction -- not the entire lesson. Order of activities is important as well, as students perform better when traditional instruction occurs before the embodied learning experiences.\u003c/p>\n\u003cp>But the company is cautious about the results. “At this juncture we cannot yet say which components lead to the increase in student learning,” the company says, and they call for further research to analyze the components of embodied learning experience.\u003c/p>\n\u003cp>The company's products are being used in different schools throughout the country. \u003ca href=\"http://www.efsd.net/MiddleSchool.cfm\">Elizabeth Forward Middle School\u003c/a>, outside Pittsburgh, Penn., is using a $20,000 grant to install SMALLab's equipment and curriculum for its STEM program. The company's products are also being used in \u003ca href=\"http://smallablearning.com/smallab-learning-and-einstruction-singapore-announce-global-partnership-k-12-embodied-and-engaging-l\">schools in Singapore\u003c/a>.\u003c/p>\n\u003cp>For schools interested in using embodied learning techniques, can the same results be achieved using low-tech tactics? If the goal is to make sense of and connect authentically with content, what tactics have teachers used that simulate the same concepts?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25152\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-it-like-to-be-a-molecule-science-meets-embodied-learning/chem_art_directed_1024/\" rel=\"attachment wp-att-25152\">\u003cimg class=\"size-large wp-image-25152\" title=\"chem_art_directed_1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/chem_art_directed_1024-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SMALLab's Chemistry Titration Lab\u003c/figcaption>\u003c/figure>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">\"Embodied learning\" is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is \u003ca href=\"http://smallablearning.com\">SMALLab\u003c/a>, based in Los Angeles. The company has created activities -- check out their \u003ca href=\"http://smallablearning.com/scenarios/browse\">different learning scenarios \u003c/a>-- that use large projected environments as experimental playgrounds of movement connected to learning targets.\u003c/p>\n\u003cp>For example, in \u003ca href=\"http://smallablearning.com/research\">one activity\u003c/a>, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.\u003c/p>\n\u003cp>\u003ca href=\"http://smallablearning.com/research\">In another example,\u003c/a> students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.\u003c/p>\n\u003cp>Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, \"there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, \u003c!--more-->see graphs that change in real time, and feel how their bodies move through the space.\" Its open-source \u003ca href=\"http://smallablearning.com/developer-program\" target=\"_blank\">software development kit\u003c/a> allows schools to create new scenarios.\u003c/p>\n\u003cp>Why go through such lengths to teach this material? According to \u003ca href=\"http://www.ascd.org/research-a-topic/brain-based-learning-resources.aspx\">brain-based learning advocates\u003c/a>, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of \u003ca href=\"http://brainrules.net/\">Brain Rules\u003c/a>, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/two-students-video-game-innovations-in-science/\">2 Students + Video Game = Innovations in Science\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/\">Computer Science With a Twist: Students Hack into Kinect\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">Is it Possible To Combine TV and Active Play?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In \u003ca href=\"http://smallablearning.com/research\">their own research\u003c/a> conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that \"there is a marked increase in the number of \u003cem>student-to-student\u003c/em> and \u003cem>student-discussions\u003c/em> during SMALLab.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For SMALLab to work well, the company recommends that embodied learning activities are one component of the instruction -- not the entire lesson. Order of activities is important as well, as students perform better when traditional instruction occurs before the embodied learning experiences.\u003c/p>\n\u003cp>But the company is cautious about the results. “At this juncture we cannot yet say which components lead to the increase in student learning,” the company says, and they call for further research to analyze the components of embodied learning experience.\u003c/p>\n\u003cp>The company's products are being used in different schools throughout the country. \u003ca href=\"http://www.efsd.net/MiddleSchool.cfm\">Elizabeth Forward Middle School\u003c/a>, outside Pittsburgh, Penn., is using a $20,000 grant to install SMALLab's equipment and curriculum for its STEM program. The company's products are also being used in \u003ca href=\"http://smallablearning.com/smallab-learning-and-einstruction-singapore-announce-global-partnership-k-12-embodied-and-engaging-l\">schools in Singapore\u003c/a>.\u003c/p>\n\u003cp>For schools interested in using embodied learning techniques, can the same results be achieved using low-tech tactics? If the goal is to make sense of and connect authentically with content, what tactics have teachers used that simulate the same concepts?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ggRYRAzDb28'\n title='//www.youtube.com/embed/ggRYRAzDb28'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"dropcap-serif\">The most recent Infinite Thinking Machine episode takes a crack at defining and explaining different modes of blended learning. In short, \"you mix online learning with face-to-face instruction on a regular basis.\" The model -- and products -- teachers choose to use will depend on their instructional styles: teaching content or more open-ended styles, like project-based learning.\u003c/p>\n\u003cp>This episode brings up some important points: cost efficiencies, \"magic bullet\" solutions, and content delivery should not be the goal for using blended learning tactics. Rather, the focus should be on allowing kids to be creators of work that's relevant to their own world -- that's what will catapult \"blended learning\" out of the next edu-fad and qualify it as a true change agent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_24733\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/10-lessons-teachers-can-learn-from-youtubes-popularity/gangnam-style/\" rel=\"attachment wp-att-24733\">\u003cimg class=\"size-large wp-image-24733\" title=\"Gangnam Style\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Gangnam-Style-620x334.png\" alt=\"\" width=\"620\" height=\"334\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gangnam Style\u003c/figcaption>\u003c/figure>\n\u003ch5>By Terry Heick\u003c/h5>\n\u003cp>What might happen if educators experimented with some of the lessons YouTube’s staggering success has taught us?\u003c/p>\n\u003ch4>1. Interdependence\u003c/h4>\n\u003cp>Google-owned YouTube is friendly with Twitter, Facebook, Google+, blogging, and all forms of electronic media. This kind of seamless integration allows an impressive convergence with all other “Internet parts.”\u003c/p>\n\u003cp>\u003cstrong>Possibility for teachers:\u003c/strong> Consider interdependence of the entire school and/or district at every opportunity: how might the school improvement plan “talk” to standards-based grading in your classroom? How can the school website support communication with parents? Think of linking as much as possible. Also try cross-content units (e.g., merging Social Students with English as you study the relationship between Literature and Revolution)\u003c/p>\n\u003ch4>2. Diversity\u003c/h4>\n\u003cp>There is a ridiculous diversity of content on YouTube—from informal, user-made coverage of important social events to ridiculous, satiric memes featuring delusional dictators. Here, there are no more than 6 degrees of separation between cinnamon swallowing and Jean Paul Sartre.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Consider “mashing” content that might not suggest such mashing. The Pythagorean Theorem mixed with Occupy Wall Street. Civil Rights mixed with SpongeBob SquarePants. Yes, these are both admittedly bad ideas, but the concept is sound: for students \u003c!--more-->accustomed to extraordinary and often inane diversity, mimicking that strategically in the classroom can spark new ways of seeing old content. The question is, \u003ca href=\"http://www.youtube.com/results?search_query=will+it+blend&oq=will+it+blend&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=305l1668l0l1788l13l10l0l3l3l0l209l1159l0.5.2l7l0\">will it blend\u003c/a>?\u003c/p>\n\u003ch4>3. Brevity\u003c/h4>\n\u003cp>While there are feature-length films available, the sweet spot of YouTube lies in quick bursts of videos that allow users to continue self-actuating their own experience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Kill the unit. Move to persistent, streaming “lessons.” Leverage the mini-lesson. Use project and mini-projects. Encourage intellectual stamina and endurance not through duration, but anchoring themes and projects that persist.\u003c/p>\n\u003ch4>4. Selective Social Interaction\u003c/h4>\n\u003cp>There are plenty of ways YouTube users can socially interact, but compared to other electronic media platforms, the YouTube experience can be as anonymous or transparent as the user defines.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Offer choices to publish work consistently, but not simply for the sake of publishing because it sounds “21\u003csup>st\u003c/sup> century.” Rather, allow students to understand the nuts and bolts of publishing. Why publish? To which audience? Through which media form? Distributed through which media channel? And most importantly, why? Offer optional group work with authentic reasons for collaboration—and opportunities for learners to move between class members and groups based on their expertise, interest, etc. Self-paced. Self-selected. (Tip: This type of capacity must be developed, not tried once and pitched because “it didn’t work.”)\u003c/p>\n\u003ch4>5. Non-traditional\u003c/h4>\n\u003cp>In a thumbing of the nose to the status quo, YouTube is a haven for whimsical, \u003ca href=\"http://www.youtube.com/watch?v=_OBlgSz8sSM&feature=player_embedded\">non-traditional content\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> As with YouTube, when the content is king and haughty formality is secondary, users feel empowered to engage. Give them what they need, and get out of their way even when you may not see the immediate “rigor” of an idea. See also #5.\u003c/p>\n\u003ch4>6. Humor\u003c/h4>\n\u003cp>People \u003ca href=\"http://www.youtube.com/watch?v=Uije_pnL8yU\">like to laugh\u003c/a>, and YouTube makes discovering, sharing, and commenting on funny videos simple.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> We are quickly becoming a media-centered society. Across all content areas—especially those that don’t seem to suggest it—work in media forms that are funny, satiric, ironic, or self-effacing (students love that). \u003ca href=\"http://www.cracked.com/article_18417_9-famous-movie-villains-who-were-right-all-along.html\">Cracked.com\u003c/a> is an excellent example of how this can be done consistently.\u003c/p>\n\u003ch4>7. Cultural Hyperbole\u003c/h4>\n\u003cp>When you’ve got billions of videos, it should be no surprise that YouTube benefits from both \u003cem>diverse\u003c/em>\u003cem> \u003c/em>and \u003cem>spectacular\u003c/em>\u003cem> \u003c/em>content. It is the extreme that catches our eye, whether by topic (e.g., violence, humor, romance), or the context (e.g., watching a video with 500,000,000+ views). These opportunities offer the user the chance to, passively, participate in a kind of cultural spectacle—a daily, digital \u003ca href=\"http://www.youtube.com/watch?v=TJ4QF45Vygw\">Woodstock\u003c/a>. And the decidedly \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">non-Woodstock\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> This starts with knowing the ins, outs, and secrets of your curriculum. Where is there spectacle? What would be interesting to laypersons? What is often misunderstood? Think \u003ca href=\"http://www.youtube.com/watch?v=LjbJELjLgZg\">Mythbusters.\u003c/a>\u003c/p>\n\u003ch4>8. Passive Consumption\u003c/h4>\n\u003cp>Rather than a stack of books that require deep reading and intellectual stamina, or a stack of magazines that require endless skimming and page-turning, via the Google-based search engine, YouTube puts more media in your lap than you could ever hope to consume. Here, users’ roles are simple: surf the channel, and enjoy the show.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Make processes and procedure as simple and transparent as possible. This is not to suggest that instruction should occur below a learner’s \u003ca href=\"http://www.youtube.com/watch?v=rX8lRh1u5iE\">Zone of Proximal Development\u003c/a>, but rather that often procedural knowledge and murky processes can cloud what’s most important in a lesson. While an absolutely backwards idea in the learning process, passivity works wonders for digital media consumption. In the classroom, during \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CD0QFjAE&url=http%3A%2F%2Fwww.marzanoresearch.com%2Fdocuments%2Ffree_resources%2Fclassroom_tools%2Finstruction%2FArtScienceofTeaching.pdf&ei=MmHrTvTyPMKItgezloWECw&usg=AFQjCNHB7XC5GYQyZb1tO0lQZhLXBCE8eA&sig2=suLud-5a2hYSu2mwrlhBMA\">critical input experiences\u003c/a> keep processes and procedure free from “debris,” learner-centered, and content-focused.\u003c/p>\n\u003ch4>9. Active Selection\u003c/h4>\n\u003cp>While largely passive, there is opportunity on YouTube for active participation, including forming video responses or \u003ca href=\"http://www.youtube.com/t/annotations_about\">video annotation\u003c/a>. This seems to counter the idea of passivity, but the role of interaction here is limited in intensity and duration.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers\u003c/strong>: Model decision-making with learners. Give them “voice and choice,” and hold them accountable for the power and responsibility that comes with choice.\u003c/p>\n\u003ch4>10. Assisted Discovery\u003c/h4>\n\u003cp>“\u003ca href=\"http://www.youtube.com/watch?v=pEYWeZfrk4M\">Suggested Videos\u003c/a>” change everything. Imagine every time you read a poem, based on some prescient mathematical algorithm another poem—similar in content, structure, or some other important way—materialized before your eyes, functioning as a kind of socially-suggested anthology. Game changing!\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> consider thematic instruction, where learning is anchored by a theme (“What is Design?”), rather than a handful of standards, the end-of-the-unit assessment, or worse, simply a genre.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.teachthought.com/\">TeachThought\u003c/a>, where Terry Heick is the director of curriculum.\u003c/em>\u003c/p>\n\n",
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"description": "By Terry Heick What might happen if educators experimented with some of the lessons YouTube’s staggering success has taught us? 1. Interdependence Google-owned YouTube is friendly with Twitter, Facebook, Google+, blogging, and all forms of electronic media. This kind of seamless integration allows an impressive convergence with all other “Internet parts.” Possibility for teachers: Consider",
"title": "10 Lessons Teachers Can Learn from YouTube's Popularity | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24733\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/10-lessons-teachers-can-learn-from-youtubes-popularity/gangnam-style/\" rel=\"attachment wp-att-24733\">\u003cimg class=\"size-large wp-image-24733\" title=\"Gangnam Style\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Gangnam-Style-620x334.png\" alt=\"\" width=\"620\" height=\"334\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gangnam Style\u003c/figcaption>\u003c/figure>\n\u003ch5>By Terry Heick\u003c/h5>\n\u003cp>What might happen if educators experimented with some of the lessons YouTube’s staggering success has taught us?\u003c/p>\n\u003ch4>1. Interdependence\u003c/h4>\n\u003cp>Google-owned YouTube is friendly with Twitter, Facebook, Google+, blogging, and all forms of electronic media. This kind of seamless integration allows an impressive convergence with all other “Internet parts.”\u003c/p>\n\u003cp>\u003cstrong>Possibility for teachers:\u003c/strong> Consider interdependence of the entire school and/or district at every opportunity: how might the school improvement plan “talk” to standards-based grading in your classroom? How can the school website support communication with parents? Think of linking as much as possible. Also try cross-content units (e.g., merging Social Students with English as you study the relationship between Literature and Revolution)\u003c/p>\n\u003ch4>2. Diversity\u003c/h4>\n\u003cp>There is a ridiculous diversity of content on YouTube—from informal, user-made coverage of important social events to ridiculous, satiric memes featuring delusional dictators. Here, there are no more than 6 degrees of separation between cinnamon swallowing and Jean Paul Sartre.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Consider “mashing” content that might not suggest such mashing. The Pythagorean Theorem mixed with Occupy Wall Street. Civil Rights mixed with SpongeBob SquarePants. Yes, these are both admittedly bad ideas, but the concept is sound: for students \u003c!--more-->accustomed to extraordinary and often inane diversity, mimicking that strategically in the classroom can spark new ways of seeing old content. The question is, \u003ca href=\"http://www.youtube.com/results?search_query=will+it+blend&oq=will+it+blend&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=305l1668l0l1788l13l10l0l3l3l0l209l1159l0.5.2l7l0\">will it blend\u003c/a>?\u003c/p>\n\u003ch4>3. Brevity\u003c/h4>\n\u003cp>While there are feature-length films available, the sweet spot of YouTube lies in quick bursts of videos that allow users to continue self-actuating their own experience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Kill the unit. Move to persistent, streaming “lessons.” Leverage the mini-lesson. Use project and mini-projects. Encourage intellectual stamina and endurance not through duration, but anchoring themes and projects that persist.\u003c/p>\n\u003ch4>4. Selective Social Interaction\u003c/h4>\n\u003cp>There are plenty of ways YouTube users can socially interact, but compared to other electronic media platforms, the YouTube experience can be as anonymous or transparent as the user defines.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Offer choices to publish work consistently, but not simply for the sake of publishing because it sounds “21\u003csup>st\u003c/sup> century.” Rather, allow students to understand the nuts and bolts of publishing. Why publish? To which audience? Through which media form? Distributed through which media channel? And most importantly, why? Offer optional group work with authentic reasons for collaboration—and opportunities for learners to move between class members and groups based on their expertise, interest, etc. Self-paced. Self-selected. (Tip: This type of capacity must be developed, not tried once and pitched because “it didn’t work.”)\u003c/p>\n\u003ch4>5. Non-traditional\u003c/h4>\n\u003cp>In a thumbing of the nose to the status quo, YouTube is a haven for whimsical, \u003ca href=\"http://www.youtube.com/watch?v=_OBlgSz8sSM&feature=player_embedded\">non-traditional content\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> As with YouTube, when the content is king and haughty formality is secondary, users feel empowered to engage. Give them what they need, and get out of their way even when you may not see the immediate “rigor” of an idea. See also #5.\u003c/p>\n\u003ch4>6. Humor\u003c/h4>\n\u003cp>People \u003ca href=\"http://www.youtube.com/watch?v=Uije_pnL8yU\">like to laugh\u003c/a>, and YouTube makes discovering, sharing, and commenting on funny videos simple.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> We are quickly becoming a media-centered society. Across all content areas—especially those that don’t seem to suggest it—work in media forms that are funny, satiric, ironic, or self-effacing (students love that). \u003ca href=\"http://www.cracked.com/article_18417_9-famous-movie-villains-who-were-right-all-along.html\">Cracked.com\u003c/a> is an excellent example of how this can be done consistently.\u003c/p>\n\u003ch4>7. Cultural Hyperbole\u003c/h4>\n\u003cp>When you’ve got billions of videos, it should be no surprise that YouTube benefits from both \u003cem>diverse\u003c/em>\u003cem> \u003c/em>and \u003cem>spectacular\u003c/em>\u003cem> \u003c/em>content. It is the extreme that catches our eye, whether by topic (e.g., violence, humor, romance), or the context (e.g., watching a video with 500,000,000+ views). These opportunities offer the user the chance to, passively, participate in a kind of cultural spectacle—a daily, digital \u003ca href=\"http://www.youtube.com/watch?v=TJ4QF45Vygw\">Woodstock\u003c/a>. And the decidedly \u003ca href=\"http://www.youtube.com/watch?v=kfVsfOSbJY0\">non-Woodstock\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> This starts with knowing the ins, outs, and secrets of your curriculum. Where is there spectacle? What would be interesting to laypersons? What is often misunderstood? Think \u003ca href=\"http://www.youtube.com/watch?v=LjbJELjLgZg\">Mythbusters.\u003c/a>\u003c/p>\n\u003ch4>8. Passive Consumption\u003c/h4>\n\u003cp>Rather than a stack of books that require deep reading and intellectual stamina, or a stack of magazines that require endless skimming and page-turning, via the Google-based search engine, YouTube puts more media in your lap than you could ever hope to consume. Here, users’ roles are simple: surf the channel, and enjoy the show.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> Make processes and procedure as simple and transparent as possible. This is not to suggest that instruction should occur below a learner’s \u003ca href=\"http://www.youtube.com/watch?v=rX8lRh1u5iE\">Zone of Proximal Development\u003c/a>, but rather that often procedural knowledge and murky processes can cloud what’s most important in a lesson. While an absolutely backwards idea in the learning process, passivity works wonders for digital media consumption. In the classroom, during \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CD0QFjAE&url=http%3A%2F%2Fwww.marzanoresearch.com%2Fdocuments%2Ffree_resources%2Fclassroom_tools%2Finstruction%2FArtScienceofTeaching.pdf&ei=MmHrTvTyPMKItgezloWECw&usg=AFQjCNHB7XC5GYQyZb1tO0lQZhLXBCE8eA&sig2=suLud-5a2hYSu2mwrlhBMA\">critical input experiences\u003c/a> keep processes and procedure free from “debris,” learner-centered, and content-focused.\u003c/p>\n\u003ch4>9. Active Selection\u003c/h4>\n\u003cp>While largely passive, there is opportunity on YouTube for active participation, including forming video responses or \u003ca href=\"http://www.youtube.com/t/annotations_about\">video annotation\u003c/a>. This seems to counter the idea of passivity, but the role of interaction here is limited in intensity and duration.\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers\u003c/strong>: Model decision-making with learners. Give them “voice and choice,” and hold them accountable for the power and responsibility that comes with choice.\u003c/p>\n\u003ch4>10. Assisted Discovery\u003c/h4>\n\u003cp>“\u003ca href=\"http://www.youtube.com/watch?v=pEYWeZfrk4M\">Suggested Videos\u003c/a>” change everything. Imagine every time you read a poem, based on some prescient mathematical algorithm another poem—similar in content, structure, or some other important way—materialized before your eyes, functioning as a kind of socially-suggested anthology. Game changing!\u003c/p>\n\u003cp>\u003cstrong>Possibility for Teachers:\u003c/strong> consider thematic instruction, where learning is anchored by a theme (“What is Design?”), rather than a handful of standards, the end-of-the-unit assessment, or worse, simply a genre.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.teachthought.com/\">TeachThought\u003c/a>, where Terry Heick is the director of curriculum.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Make Blended Learning Work, Teachers Try Different Tactics",
"title": "To Make Blended Learning Work, Teachers Try Different Tactics",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. It's up to the teacher to figure out how to reconcile the two.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6lj\">What Will Work in New Blended Learning Experiment?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>What's more, the quality of the available software isn't always great. “The programs are just really mediocre,” Arney said. “No one has any business in my mind letting the program tell them what to teach. The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. Greenberg says the teacher is crucial to ensuring that blended learning is effective. The technology should free educators to do more of what only they can do -- give context to concepts.\u003c/p>\n\u003cp>Tucker says the teacher needs to have a strong sense of what the technology accomplishes and how her teaching can encourage students to think creatively. “Computer programs alone will not radically change the teaching paradigm,” Tucker said. “Learning does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas, to apply, evaluate, synthesize and use what we have learned to create something,” Tucker said.\u003c/p>\n\u003cp>\u003cstrong>CASE BY CASE\u003c/strong>\u003c/p>\n\u003cp>It’s important that schools show a commitment to the coming change, Arney said -- and to have a strong staff and principal.\u003c/p>\n\u003cp>“The tech is going to kill you the first year. Everything is going to go wrong. You have to have the stomach for that,” she said.\u003c/p>\n\u003cp>Greenberg’s organization, \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools Fund\u003c/a>, will experiment with blended learning models to find what works for different kinds of school structures and populations. He doesn't believe anyone has gotten it quite right yet.\u003c/p>\n\u003cp>“I think the right tone in this world is to be cautiously optimistic. Anyone who says this is easy you should walk away from,” Greenberg said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\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://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. It's up to the teacher to figure out how to reconcile the two.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6lj\">What Will Work in New Blended Learning Experiment?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>What's more, the quality of the available software isn't always great. “The programs are just really mediocre,” Arney said. “No one has any business in my mind letting the program tell them what to teach. The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. Greenberg says the teacher is crucial to ensuring that blended learning is effective. The technology should free educators to do more of what only they can do -- give context to concepts.\u003c/p>\n\u003cp>Tucker says the teacher needs to have a strong sense of what the technology accomplishes and how her teaching can encourage students to think creatively. “Computer programs alone will not radically change the teaching paradigm,” Tucker said. “Learning does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas, to apply, evaluate, synthesize and use what we have learned to create something,” Tucker said.\u003c/p>\n\u003cp>\u003cstrong>CASE BY CASE\u003c/strong>\u003c/p>\n\u003cp>It’s important that schools show a commitment to the coming change, Arney said -- and to have a strong staff and principal.\u003c/p>\n\u003cp>“The tech is going to kill you the first year. Everything is going to go wrong. 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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai is a masterful educator\u003c/a>, who runs a dynamic, student-centered classroom humming with activity -- what we imagine as the best-case scenario for blended learning. Pai has created individual learning plans for each of his students, which includes time with him, with other kids, and with online games. And though his students have shown exponential growth in achievement, Pai is frustrated that his successful tactics haven't been acknowledged or applied outside his class.\u003c/p>\n\u003cp>\"I couldn't be more stunned by the apathy,\" he says in this video, which also documents other schools and educators' attempts to change the traditional school paradigm.\u003c/p>\n\u003cp>Watch this short, but important film, created by \u003ca href=\"http://www.educationevolving.org/\">Education Evolving\u003c/a>.\u003c/p>\n\u003cp>http://youtu.be/KimG8igaZIA\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-should-teaching-change-in-the-age-of-siri/photo-18/\" rel=\"attachment wp-att-24639\">\u003cimg class=\"alignleft size-medium wp-image-24639\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/photo-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>By Marsha Ratzel\u003c/h5>\n\u003cp class=\"dropcap-serif\">“Siri, can you tell me what 2x+7 is?”\u003c/p>\n\u003cp>You know the future is rushing towards us when students no longer ask the teacher if they can use a calculator, but instead ask if they can ask Siri.\u003c/p>\n\u003cp>Siri shows a plot of the equation, what kind of geometric shape it is, and loads of other things that are well above the needs of eighth-graders. The image on the screen looked remarkably like the data one finds at the \u003ca href=\"http://www.wolframalpha.com/\">Wolfram Alpha\u003c/a> site. And sure enough, turns out Wolfram is built right into the Siri help menu.\u003c/p>\n\u003cp>Clearly it won’t take long for students to realize how easy this is to access. In a year’s time they’ll likely be well entrenched in using Siri or some Siri surrogate to find the answers to math problems and potentially lots of questions in other subjects.\u003c/p>\n\u003cp>In that light, how should teaching change?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Short of banning smartphones (a short-term solution, at best), the evolution of artificial intelligence services like Siri means that there will be a shift from a focus on finding the answer as the endpoint to a greater focus on analysis. You have the answer, but so what? What does that answer mean in a real-life situation?\u003c/p>\n\u003cp>Should teachers just take the bit that they have traditionally needed for this kind of problem or should they figure out how to use this extra information provided by Siri to push students' thinking beyond where it usually goes with eighth graders?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Lessons are designed with the assumption that students will use readily available technology.\u003c/p>\n\u003c/aside>\n\u003cp>Taking digital tools and mobile technologies into account (not to mention Common Core expectations), it’s obvious that multiple-choice and true-false questions are not going to cut it anymore. Instead, educators have to design questions that force students into drawing conclusions and using the proof process that many of them haven’t encountered yet.\u003c/p>\n\u003cp>One method of practicing problem-solving is giving students both the question and the answer and asking them to explain \u003cem>how\u003c/em> to solve the problem — how you harvest the information from the problem and show the steps in the solution.\u003c/p>\n\u003cp>Here’s an example: Instead of reviewing the commutative and distributive properties with a worksheet where they would be able to enter the equation into Siri and get the answer, you ask the \u003c!--more-->question in a different way. You can ask them… \"Is 5(5x+7) = 25x+7 always, sometimes or never true?” Or you might ask “Is 3x-9 = 9-3x always, sometimes or never true?”\u003c/p>\n\u003cp>In the first example, they simply have to answer the question and Siri can help them find the answer pretty quickly. In the second example, students have to test out their idea with different kinds of numbers; positive, negative, fractions, improper, zero and big numbers. They search for an example that proves the equation true, or they search for a counter-example that proves what they conjecture to be false.\u003c/p>\n\u003cp>\u003cstrong>BALANCING ACT\u003c/strong>\u003c/p>\n\u003cp>Changing instruction in this way is a balancing act. Lessons are now designed with the assumption that students will use readily available technology, and build on prior knowledge so the learning will stick.\u003c/p>\n\u003cp>For example, when we study parallel and perpendicular lines, the objective is for students to learn how the coefficients of these lines are the same and how they are different. It’s easy to give them a definition to memorize, but will they remember it? Connecting the idea to something tangible that they’ve done will ensure that they will.\u003c/p>\n\u003cp>Many students already have free graphing calculator apps on their phones and use it regularly. They even send screenshots to show what they’re thinking or where they're stuck on a problem. In this case, the app is used just as pencil, notebooks, and graph paper.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR OTHER SUBJECTS\u003c/strong>\u003c/p>\n\u003cp>Siri is helping students in other classes too. She’s very capable of finding the capitol of a state, the 22nd president of the USA, and who wrote the phrase “Four score and seven years ago.” She knows the plot of every book in the Google Library and won’t hesitate to define “iambic pentameter.” Chemical symbols? Physical laws? A snap.\u003c/p>\n\u003cp>I wonder how other teachers might have to rethink their teaching and assessment strategies — with Siri and her A.I. colleagues at our students’ beck and call?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math, science, and sometimes social studies. A version of this post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/10/23/teaching-age-siri/\">Voices from the Learning Revolution.\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-should-teaching-change-in-the-age-of-siri/photo-18/\" rel=\"attachment wp-att-24639\">\u003cimg class=\"alignleft size-medium wp-image-24639\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/photo-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>By Marsha Ratzel\u003c/h5>\n\u003cp class=\"dropcap-serif\">“Siri, can you tell me what 2x+7 is?”\u003c/p>\n\u003cp>You know the future is rushing towards us when students no longer ask the teacher if they can use a calculator, but instead ask if they can ask Siri.\u003c/p>\n\u003cp>Siri shows a plot of the equation, what kind of geometric shape it is, and loads of other things that are well above the needs of eighth-graders. The image on the screen looked remarkably like the data one finds at the \u003ca href=\"http://www.wolframalpha.com/\">Wolfram Alpha\u003c/a> site. And sure enough, turns out Wolfram is built right into the Siri help menu.\u003c/p>\n\u003cp>Clearly it won’t take long for students to realize how easy this is to access. In a year’s time they’ll likely be well entrenched in using Siri or some Siri surrogate to find the answers to math problems and potentially lots of questions in other subjects.\u003c/p>\n\u003cp>In that light, how should teaching change?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Short of banning smartphones (a short-term solution, at best), the evolution of artificial intelligence services like Siri means that there will be a shift from a focus on finding the answer as the endpoint to a greater focus on analysis. You have the answer, but so what? What does that answer mean in a real-life situation?\u003c/p>\n\u003cp>Should teachers just take the bit that they have traditionally needed for this kind of problem or should they figure out how to use this extra information provided by Siri to push students' thinking beyond where it usually goes with eighth graders?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Lessons are designed with the assumption that students will use readily available technology.\u003c/p>\n\u003c/aside>\n\u003cp>Taking digital tools and mobile technologies into account (not to mention Common Core expectations), it’s obvious that multiple-choice and true-false questions are not going to cut it anymore. Instead, educators have to design questions that force students into drawing conclusions and using the proof process that many of them haven’t encountered yet.\u003c/p>\n\u003cp>One method of practicing problem-solving is giving students both the question and the answer and asking them to explain \u003cem>how\u003c/em> to solve the problem — how you harvest the information from the problem and show the steps in the solution.\u003c/p>\n\u003cp>Here’s an example: Instead of reviewing the commutative and distributive properties with a worksheet where they would be able to enter the equation into Siri and get the answer, you ask the \u003c!--more-->question in a different way. You can ask them… \"Is 5(5x+7) = 25x+7 always, sometimes or never true?” Or you might ask “Is 3x-9 = 9-3x always, sometimes or never true?”\u003c/p>\n\u003cp>In the first example, they simply have to answer the question and Siri can help them find the answer pretty quickly. In the second example, students have to test out their idea with different kinds of numbers; positive, negative, fractions, improper, zero and big numbers. They search for an example that proves the equation true, or they search for a counter-example that proves what they conjecture to be false.\u003c/p>\n\u003cp>\u003cstrong>BALANCING ACT\u003c/strong>\u003c/p>\n\u003cp>Changing instruction in this way is a balancing act. Lessons are now designed with the assumption that students will use readily available technology, and build on prior knowledge so the learning will stick.\u003c/p>\n\u003cp>For example, when we study parallel and perpendicular lines, the objective is for students to learn how the coefficients of these lines are the same and how they are different. It’s easy to give them a definition to memorize, but will they remember it? Connecting the idea to something tangible that they’ve done will ensure that they will.\u003c/p>\n\u003cp>Many students already have free graphing calculator apps on their phones and use it regularly. They even send screenshots to show what they’re thinking or where they're stuck on a problem. In this case, the app is used just as pencil, notebooks, and graph paper.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR OTHER SUBJECTS\u003c/strong>\u003c/p>\n\u003cp>Siri is helping students in other classes too. She’s very capable of finding the capitol of a state, the 22nd president of the USA, and who wrote the phrase “Four score and seven years ago.” She knows the plot of every book in the Google Library and won’t hesitate to define “iambic pentameter.” Chemical symbols? Physical laws? A snap.\u003c/p>\n\u003cp>I wonder how other teachers might have to rethink their teaching and assessment strategies — with Siri and her A.I. colleagues at our students’ beck and call?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math, science, and sometimes social studies. A version of this post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/10/23/teaching-age-siri/\">Voices from the Learning Revolution.\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_24621\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5843672414/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-24621\" title=\"5843672414_f9515584ce\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg\" alt=\"\" width=\"500\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-320x172.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:VFS\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the number of K-12 students who take online courses continues to grow -- more than two million are currently enrolled -- the need to uphold rigorous standards to online education is becoming that much more important. And with \u003ca href=\"http://www.reuters.com/article/2012/10/03/us-usa-education-online-idUSBRE8920J420121003\">criticism leveled at many online schools for poor academic performance,\u003c/a> the online education model needs to create a more accurate way to assess the quality of the dozens of programs in the space.\u003c/p>\n\u003cp>That’s the premise of a new report published by the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL) entitled “\u003ca href=\"http://www.inacol.org/research/docs/iNACOL_Quality_Metrics.pdf\">Measuring Quality from Inputs to Outcomes\u003c/a>,” which focuses on laying out a new system of metrics. The report advocates for a new assessment model that focuses on \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?cmp=SOC-SHR-FB\">competency-based\u003c/a> evaluations that measure a student’s learning trajectory – including proficiency and growth – rather than what the organization call “inputs,” as traditional schools do. Inputs include things like teacher licensing and curriculum and textbook standards. Those inputs are not tied to student achievement, the authors argue, so they fail as metrics for assessing whether an online education program is doing its job.\u003c/p>\n\u003cp>Instead, the report favors an approach focused on “outcomes.” Programs should be judged on student proficiency, as well as individual student growth over time. Most states have an annual end of year assessment to measure proficiency. But those tests only measure student achievement at one point in time – it’s just one snapshot that misses the bigger picture of that student’s learning trajectory.\u003c/p>\n\u003cp>\u003ca href=\"http://www.inacol.org/about/president.php\">Susan Patrick\u003c/a>, President and CEO of iNACOL and the report’s lead author, contends that current assessments for online schools do a disservice to students who were lagging but have caught up, as well as those who have surpassed the learning standards of their current grade. At a minimum, \u003c!--more-->she says, students should be assessed at the beginning \u003cem>and\u003c/em> end of the year to plot their growth. And ideally, she’d like to see competency-based evaluations that are not tied to a set period of time, or \"seat time.\"\u003c/p>\n\u003cp>“The conclusion was that if we had competency-based systems in place it would make these assessments much easier,” said Patrick. If the assessment measured a student’s grasp of a specific concept, there would be more data points to draw a map of that child’s achievement and knowledge gaps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>QUESTIONABLE RESULTS\u003c/strong>\u003c/p>\n\u003cp>Patrick’s critiques of quality assessment are particularly important for online learning programs that have been criticized for having questionable results. Patrick thinks the field needs to be self-critical, holding up the good examples, while calling out the bad ones.\u003c/p>\n\u003cp>What's more, online learning has the power to provide detailed data on student learning and comprehension, which makes it ripe to try out a different type of quality assessment. So far, online learning has been most successful for kids with extenuating circumstances that make traditional school difficult. That means that under an “input” model of evaluation online learning programs often fair worse because kids come in late or behind. Without any measurement of their growth over time their progress can be overlooked.\u003c/p>\n\u003cp>“Fulfilling the potential of a student-centric, competency-based system will require that the field of online and blended learning and the policy environment in which it operates evolve to demand models that are not only different, but more effective, than traditional schooling,” the report states. Without a system of outcome-based assessment, there could be two negative consequences for the future of online learning: technology could be widely adopted, but not transform the way a classroom operates; or on the other hand, without solid evidence of quality education, school districts could shy away from online or tech-based learning that might have the potential to help students.\u003c/p>\n\u003cp>\u003cstrong>RELIABLE ASSESSMENTS\u003c/strong>\u003c/p>\n\u003cp>As part of quality assurance, Patrick says that end-of-year tests for online education should come from companies that are different than those that created the curriculum. Online curriculum companies have a vested interest in showing high student performance at the end of a course, she said. Funding for K-12 follows the student, and each company competes for those dollars. Without external assessment there is no way to know whether the “A” from one course carries the same weight than an “A” from an outside, objective assessment.\u003c/p>\n\u003cp>Patrick compared it to the Advanced Placement test. She says this element is crucial to “get a handle on who are the quality providers.” She wants to make those programs the most easily accessible so that kids who choose an online education are exposed to the best ones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She also hopes that if states adopt iNACOL’s new set of metrics and are successful, that this type of evaluation could spread to blended-learning and traditional classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24621\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5843672414/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-24621\" title=\"5843672414_f9515584ce\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg\" alt=\"\" width=\"500\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/10/5843672414_f9515584ce-320x172.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:VFS\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the number of K-12 students who take online courses continues to grow -- more than two million are currently enrolled -- the need to uphold rigorous standards to online education is becoming that much more important. And with \u003ca href=\"http://www.reuters.com/article/2012/10/03/us-usa-education-online-idUSBRE8920J420121003\">criticism leveled at many online schools for poor academic performance,\u003c/a> the online education model needs to create a more accurate way to assess the quality of the dozens of programs in the space.\u003c/p>\n\u003cp>That’s the premise of a new report published by the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL) entitled “\u003ca href=\"http://www.inacol.org/research/docs/iNACOL_Quality_Metrics.pdf\">Measuring Quality from Inputs to Outcomes\u003c/a>,” which focuses on laying out a new system of metrics. The report advocates for a new assessment model that focuses on \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?cmp=SOC-SHR-FB\">competency-based\u003c/a> evaluations that measure a student’s learning trajectory – including proficiency and growth – rather than what the organization call “inputs,” as traditional schools do. Inputs include things like teacher licensing and curriculum and textbook standards. Those inputs are not tied to student achievement, the authors argue, so they fail as metrics for assessing whether an online education program is doing its job.\u003c/p>\n\u003cp>Instead, the report favors an approach focused on “outcomes.” Programs should be judged on student proficiency, as well as individual student growth over time. Most states have an annual end of year assessment to measure proficiency. But those tests only measure student achievement at one point in time – it’s just one snapshot that misses the bigger picture of that student’s learning trajectory.\u003c/p>\n\u003cp>\u003ca href=\"http://www.inacol.org/about/president.php\">Susan Patrick\u003c/a>, President and CEO of iNACOL and the report’s lead author, contends that current assessments for online schools do a disservice to students who were lagging but have caught up, as well as those who have surpassed the learning standards of their current grade. At a minimum, \u003c!--more-->she says, students should be assessed at the beginning \u003cem>and\u003c/em> end of the year to plot their growth. And ideally, she’d like to see competency-based evaluations that are not tied to a set period of time, or \"seat time.\"\u003c/p>\n\u003cp>“The conclusion was that if we had competency-based systems in place it would make these assessments much easier,” said Patrick. If the assessment measured a student’s grasp of a specific concept, there would be more data points to draw a map of that child’s achievement and knowledge gaps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
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"id": "freakonomics-radio",
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"rss": "https://feeds.npr.org/510308/podcast.xml"
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
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