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"content": "\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Best Practices for Deploying iPads in Schools",
"title": "Best Practices for Deploying iPads in Schools",
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"content": "\u003cdiv id=\"attachment_23540\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23540\" title=\"6660098369_640ec3fb64\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Lexie Flickinger\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">As schools get ready to deploy iPads this year, each one is scrambling to figure out how to develop an efficient and effective system that works. With no standardized system or uniform roadmap to follow, at the moment, it's up to individual schools to reach out through their networks to find information about best practices and smooth, streamlined service.\u003c/p>\n\u003cp>Without professional development and a set plan in place, educators in individual classes might be stumped by how to set up iPads for different uses. But once a system is in place, educators will intuitively be able to move on with the business of guiding student learning.\u003c/p>\n\u003cp>To that end, here are some ideas about how to put a system in place for iPad use in classrooms:\u003c/p>\n\u003cul>\n\u003cli>Establish clearly written Frequently Asked Questions a sensible Responsible Use Policy and a white paper that explains the rationale behind the decision to move to iPads, but also be flexible and nimble with policy as iPads and the best uses for them continue to evolve.\u003c/li>\n\u003cli>Include the responsible use policy or acceptable use policy as a PDF in the iBooks app on the iPad so students and teachers can readily access.\u003c/li>\n\u003cli>Provide students with photos of proper care and post these photos around key areas of campus as reminders (with a short checklist on essential care).\u003c/li>\n\u003cli>Create short video tutorials on how to use different apps.\u003c/li>\n\u003cli>Develop a few surveys throughout the year to gather feedback to make mid-course corrections.\u003c!--more-->\u003c/li>\n\u003cli>Take photos of classroom set up, with projectors and audio, and post these photos in every classroom, with a short cheat sheet of directions. Create a job in each classroom where students take ownership of the process of ensuring that all systems are working. This will minimize loss of instructional time spent on malfunctioning wiring or connectivity.\u003c/li>\n\u003cli>Share best practices and successes with short videos and student presentations with parents, and enlist students as ambassadors to teach adults how to use iPads. This can happen at a parent education event or another similar event.\u003c/li>\n\u003cli>Track paper and waste reduction. The shift to iPads makes the paperless classroom a possibility. Have each class monitor their use of paper and printing and set targets for each class, grade level and the entire school.\u003c/li>\n\u003cli>Track app usage to find out which apps are most used and most effective.\u003c/li>\n\u003cli>Have teachers share best practices at staff meetings. Those who take the lead can help their colleagues figure out how to use apps effectively to deepen student learning. These trainings can occur at staff meetings or in smaller groups at department meetings and should be a regular part of the learning cycle for teachers, who then teach their students.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23540\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660098369/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23540\" title=\"6660098369_640ec3fb64\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/6660098369_640ec3fb64-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Lexie Flickinger\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">As schools get ready to deploy iPads this year, each one is scrambling to figure out how to develop an efficient and effective system that works. With no standardized system or uniform roadmap to follow, at the moment, it's up to individual schools to reach out through their networks to find information about best practices and smooth, streamlined service.\u003c/p>\n\u003cp>Without professional development and a set plan in place, educators in individual classes might be stumped by how to set up iPads for different uses. But once a system is in place, educators will intuitively be able to move on with the business of guiding student learning.\u003c/p>\n\u003cp>To that end, here are some ideas about how to put a system in place for iPad use in classrooms:\u003c/p>\n\u003cul>\n\u003cli>Establish clearly written Frequently Asked Questions a sensible Responsible Use Policy and a white paper that explains the rationale behind the decision to move to iPads, but also be flexible and nimble with policy as iPads and the best uses for them continue to evolve.\u003c/li>\n\u003cli>Include the responsible use policy or acceptable use policy as a PDF in the iBooks app on the iPad so students and teachers can readily access.\u003c/li>\n\u003cli>Provide students with photos of proper care and post these photos around key areas of campus as reminders (with a short checklist on essential care).\u003c/li>\n\u003cli>Create short video tutorials on how to use different apps.\u003c/li>\n\u003cli>Develop a few surveys throughout the year to gather feedback to make mid-course corrections.\u003c!--more-->\u003c/li>\n\u003cli>Take photos of classroom set up, with projectors and audio, and post these photos in every classroom, with a short cheat sheet of directions. Create a job in each classroom where students take ownership of the process of ensuring that all systems are working. This will minimize loss of instructional time spent on malfunctioning wiring or connectivity.\u003c/li>\n\u003cli>Share best practices and successes with short videos and student presentations with parents, and enlist students as ambassadors to teach adults how to use iPads. This can happen at a parent education event or another similar event.\u003c/li>\n\u003cli>Track paper and waste reduction. The shift to iPads makes the paperless classroom a possibility. Have each class monitor their use of paper and printing and set targets for each class, grade level and the entire school.\u003c/li>\n\u003cli>Track app usage to find out which apps are most used and most effective.\u003c/li>\n\u003cli>Have teachers share best practices at staff meetings. Those who take the lead can help their colleagues figure out how to use apps effectively to deepen student learning. These trainings can occur at staff meetings or in smaller groups at department meetings and should be a regular part of the learning cycle for teachers, who then teach their students.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>\u003c/h5>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/screen-shot-2012-08-17-at-2-56-01-pm/\" rel=\"attachment wp-att-23424\">\u003cimg class=\"aligncenter size-full wp-image-23424\" title=\"Screen Shot 2012-08-17 at 2.56.01 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM.png\" alt=\"\" width=\"512\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM-400x214.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM-320x171.png 320w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/a>\u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">By Jennifer Carey \u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"https://www.dropbox.com/\">Dropbox\u003c/a> is many things — a powerful, multifaceted tool that can be used in a number of different ways. But the short and sweet of it is this: you can use it to store and sync documents and files across computers, tablets, and smart phones.\u003c/p>\n\u003cp>You can write a lecture or lesson plan on your computer at home, put it in your Dropbox folder, and whoosh – it’s synced with your work computer. You can open files, make changes, which are then automatically synced with your home computer. It’s seamless, fast and free.\u003c/p>\n\u003cp>You can manage your own material and make it more readily accessible. By keeping lectures and other school materials on Dropbox, you always have access to the most recent changes. And many applications that you likely use (Evernote, Things, 1Password, Elements, to name a few) have a Dropbox sync option. Check your favorite applications to see if they have a “save to Dropbox” feature. Since Dropbox works across platforms and devices, you can use a Mac at home, a PC at work, a Blackberry phone and an iPad, and you will have access to your documents on *all* of \u003c!--more-->them (there are also Dropbox apps for iPhone, Android and Linux).\u003c/p>\n\u003cp>\u003cstrong>USING DROPBOX WITH STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Dropbox can also be a great teaching/learning tool. You can use it to store copies of hand-outs, distribute presentations, and as a way for students to turn in homework assignments. It’s an easy electronic homework drop (compared to email) and will time stamp submissions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dropbox can also be a useful tool in managing student projects and presentations. Students can submit the visual components of class presentations, and it's easy for educators to determine whether students have completed a particular portion of a project or presentation assignment. Best of all, since all presentations are “turned in” to same same virtual place, every student can access his or her presentation via one log-in (a huge time saver when you’re trying to get through many presentations in a single 50-minute class).\u003c/p>\n\u003cp>Students can use Dropbox on their phones to review handouts (rather than a print-out, ultimately saving paper). And, like you, they can sync their files across multiple computers outside of school.\u003c/p>\n\u003cp>This isn’t a program you will have to teach your students to use. Don’t be surprised if in a few weeks, they’re showing you some tricks you haven’t even considered.\u003c/p>\n\u003cp>\u003ca>Dropbox\u003c/a> is more of a mega-utility than a simple tool. It begs you to think up new ways to use it, in and out of the classroom. If you download a free copy of Dropbox \u003ca href=\"http://db.tt/zz8ryhd\">via this link\u003c/a>, you’ll get an extra 250mb of storage space for free. Install it on your computers and any other compatible devices. Play with it and see what it has to offer!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A version of this post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/screen-shot-2012-08-17-at-2-56-01-pm/\" rel=\"attachment wp-att-23424\">\u003cimg class=\"aligncenter size-full wp-image-23424\" title=\"Screen Shot 2012-08-17 at 2.56.01 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM.png\" alt=\"\" width=\"512\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM-400x214.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-17-at-2.56.01-PM-320x171.png 320w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/a>\u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">By Jennifer Carey \u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"https://www.dropbox.com/\">Dropbox\u003c/a> is many things — a powerful, multifaceted tool that can be used in a number of different ways. But the short and sweet of it is this: you can use it to store and sync documents and files across computers, tablets, and smart phones.\u003c/p>\n\u003cp>You can write a lecture or lesson plan on your computer at home, put it in your Dropbox folder, and whoosh – it’s synced with your work computer. You can open files, make changes, which are then automatically synced with your home computer. It’s seamless, fast and free.\u003c/p>\n\u003cp>You can manage your own material and make it more readily accessible. By keeping lectures and other school materials on Dropbox, you always have access to the most recent changes. And many applications that you likely use (Evernote, Things, 1Password, Elements, to name a few) have a Dropbox sync option. Check your favorite applications to see if they have a “save to Dropbox” feature. Since Dropbox works across platforms and devices, you can use a Mac at home, a PC at work, a Blackberry phone and an iPad, and you will have access to your documents on *all* of \u003c!--more-->them (there are also Dropbox apps for iPhone, Android and Linux).\u003c/p>\n\u003cp>\u003cstrong>USING DROPBOX WITH STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Dropbox can also be a great teaching/learning tool. You can use it to store copies of hand-outs, distribute presentations, and as a way for students to turn in homework assignments. It’s an easy electronic homework drop (compared to email) and will time stamp submissions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dropbox can also be a useful tool in managing student projects and presentations. Students can submit the visual components of class presentations, and it's easy for educators to determine whether students have completed a particular portion of a project or presentation assignment. Best of all, since all presentations are “turned in” to same same virtual place, every student can access his or her presentation via one log-in (a huge time saver when you’re trying to get through many presentations in a single 50-minute class).\u003c/p>\n\u003cp>Students can use Dropbox on their phones to review handouts (rather than a print-out, ultimately saving paper). And, like you, they can sync their files across multiple computers outside of school.\u003c/p>\n\u003cp>This isn’t a program you will have to teach your students to use. Don’t be surprised if in a few weeks, they’re showing you some tricks you haven’t even considered.\u003c/p>\n\u003cp>\u003ca>Dropbox\u003c/a> is more of a mega-utility than a simple tool. It begs you to think up new ways to use it, in and out of the classroom. If you download a free copy of Dropbox \u003ca href=\"http://db.tt/zz8ryhd\">via this link\u003c/a>, you’ll get an extra 250mb of storage space for free. Install it on your computers and any other compatible devices. Play with it and see what it has to offer!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A version of this post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's the Difference Between Games and Gamification?",
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"content": "\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> 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 the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> 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 the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23357\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/alleyoop-releases-new-stem-program/screen-shot-2012-08-15-at-5-56-17-pm/\" rel=\"attachment wp-att-23357\">\u003cimg class=\"size-large wp-image-23357\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Alleyoop online tutorial\u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">Alleyoop, \u003ca href=\"http://www.alleyoop.com/\">the online college prep tutoring site\u003c/a> created by Pearson, has added a group of new STEM-focused partners to its offerings. In addition to its current math programs, Alleyoop has added NASA eClips, National Geographic, Scientific Minds, Patrick JMT, Virtual Nerd, Adaptive Curriculum and Brightstorm.\u003c/p>\n\u003cp>Alleyoop uses the \"gamification\" model for its curriculum, which is targeted at middle- and high-school students. The site features real-time tutors, instructional videos, and a system described as \"personalized, iterative, and adaptive,\" according to \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/06/want-to-help-students-prepare-for-college-have-them-play-more-games/258172/#\">an Atlantic article\u003c/a>.\u003c/p>\n\u003cp>With these new additions, students who use Alleyoop will have access to NASA eClips, a video library showing STEM-related careers and applications for science and engineering concepts; videos from National Geographic that are aligned to STEM topics, such as animal behavior and chemistry; National Science Foundation's Science360 app, a source for science news, as well as a series of video interviews of scientists and engineers on the field.\u003c/p>\n\u003cp>Other partners in Alleyoop's online curriculum offerings include Brightstorm, video lessons created by teachers covering biology, chemistry and physics; Adaptive Curriculum, featuring interactive scenarios that give students context for science lessons across the board; Patrick JMT, video activities including geometry, trigonometry to statistics and probability; Scientific Minds, quizzes \u003c!--more-->and interactive biology flashcards; and Virtual Nerd, interactive whiteboard tutorials in math and physics.\u003c/p>\n\u003cp>The site, which has more than 30,000 beta users, was designed to be used outside school, unlike other tutoring sites, like Civitas Learning. Alleyoop users earn ‘Yoops’ for the work they do on the site, and can put those earned points towards different activities. For $12 a month, a user can gain access to premium content, such as guidance help or career advice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>Based on the user's grade -- between 7th and 12th grade, Alleyoop recommends activities that challenge different skill levels. From the outset, the “Learner DNA” module begins profiling the type of learner—kinesthetic, visual or auditory—while the “Super Brain” engine pushes content and activities that are most effective for specific learning styles, even predicting academic areas where kids could use more practice.\u003c/p>\n\u003cp>Given the conditions in cash-strapped schools, Patrick Supanc, president of Alleyoop says he believes that the adaptive model created for out-of-classroom learning can also help students in school.\u003c/p>\n\u003cp>“What if you could just pull out your iPod Touch or phone, pin an issue you’re having with some material at school, and then when you get home, log in, and have a recommendation waiting for you to follow up on that material?” he said.\u003c/p>\n\u003cp>Roger Dawley, a 15-year-old sophomore at Scituate High School in Massachussetts who uses Alleyoop, appreciates the performance feedback. But he especially likes approaching classroom material at his own pace, and finds it easier to revisit the material than to ask his teacher. Dawley uses Alleyoop largely to review classroom curriculum that he didn’t understand. “It’s easier to re-watch videos of the parts that you didn’t get instead of having to deal with someone,” he says.\u003c/p>\n\u003cp>By the same token, Dawley wishes the Alleyoop interface offered an instant chat feature to query if he's struggling.\u003c/p>\n\u003cp> \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_23357\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/alleyoop-releases-new-stem-program/screen-shot-2012-08-15-at-5-56-17-pm/\" rel=\"attachment wp-att-23357\">\u003cimg class=\"size-large wp-image-23357\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Alleyoop online tutorial\u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">Alleyoop, \u003ca href=\"http://www.alleyoop.com/\">the online college prep tutoring site\u003c/a> created by Pearson, has added a group of new STEM-focused partners to its offerings. In addition to its current math programs, Alleyoop has added NASA eClips, National Geographic, Scientific Minds, Patrick JMT, Virtual Nerd, Adaptive Curriculum and Brightstorm.\u003c/p>\n\u003cp>Alleyoop uses the \"gamification\" model for its curriculum, which is targeted at middle- and high-school students. The site features real-time tutors, instructional videos, and a system described as \"personalized, iterative, and adaptive,\" according to \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/06/want-to-help-students-prepare-for-college-have-them-play-more-games/258172/#\">an Atlantic article\u003c/a>.\u003c/p>\n\u003cp>With these new additions, students who use Alleyoop will have access to NASA eClips, a video library showing STEM-related careers and applications for science and engineering concepts; videos from National Geographic that are aligned to STEM topics, such as animal behavior and chemistry; National Science Foundation's Science360 app, a source for science news, as well as a series of video interviews of scientists and engineers on the field.\u003c/p>\n\u003cp>Other partners in Alleyoop's online curriculum offerings include Brightstorm, video lessons created by teachers covering biology, chemistry and physics; Adaptive Curriculum, featuring interactive scenarios that give students context for science lessons across the board; Patrick JMT, video activities including geometry, trigonometry to statistics and probability; Scientific Minds, quizzes \u003c!--more-->and interactive biology flashcards; and Virtual Nerd, interactive whiteboard tutorials in math and physics.\u003c/p>\n\u003cp>The site, which has more than 30,000 beta users, was designed to be used outside school, unlike other tutoring sites, like Civitas Learning. Alleyoop users earn ‘Yoops’ for the work they do on the site, and can put those earned points towards different activities. For $12 a month, a user can gain access to premium content, such as guidance help or career advice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>Based on the user's grade -- between 7th and 12th grade, Alleyoop recommends activities that challenge different skill levels. From the outset, the “Learner DNA” module begins profiling the type of learner—kinesthetic, visual or auditory—while the “Super Brain” engine pushes content and activities that are most effective for specific learning styles, even predicting academic areas where kids could use more practice.\u003c/p>\n\u003cp>Given the conditions in cash-strapped schools, Patrick Supanc, president of Alleyoop says he believes that the adaptive model created for out-of-classroom learning can also help students in school.\u003c/p>\n\u003cp>“What if you could just pull out your iPod Touch or phone, pin an issue you’re having with some material at school, and then when you get home, log in, and have a recommendation waiting for you to follow up on that material?” he said.\u003c/p>\n\u003cp>Roger Dawley, a 15-year-old sophomore at Scituate High School in Massachussetts who uses Alleyoop, appreciates the performance feedback. But he especially likes approaching classroom material at his own pace, and finds it easier to revisit the material than to ask his teacher. Dawley uses Alleyoop largely to review classroom curriculum that he didn’t understand. “It’s easier to re-watch videos of the parts that you didn’t get instead of having to deal with someone,” he says.\u003c/p>\n\u003cp>By the same token, Dawley wishes the Alleyoop interface offered an instant chat feature to query if he's struggling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23327\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-texting-develop-other-writing-skills/4358500584_4e1b858258/\" rel=\"attachment wp-att-23327\">\u003cimg class=\"size-full wp-image-23327\" title=\"4358500584_4e1b858258\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg\" alt=\"\" width=\"500\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: English106\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As more schools begin allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">bring their own devices\u003c/a> and actually use them in class, the debate around the value of \"digital writing\" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up.\u003c/p>\n\u003cp>Some educators (and even a linguistic expert) believe kids who text are exercising a different, additional muscle when texting, writing, and note-taking -- and that skill is actually adding to a student's growing and changing repertoire.\u003c/p>\n\u003cp>\"Children know that when you’re in school, you do not use texting language,\" said linguistics expert Susana Sotillo, an associate professor at \u003ca href=\"http://www.northjersey.com/montclair\">Montclair\u003c/a> State University in \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">an article in the \u003cem>North Jersey Record. \u003c/em>\u003c/a>\"...No one is destroying the English language; the English language just keeps changing. It’s not a good idea to present change as a negative aspect.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our students write more than any generation in history. They have to be doing something right.\"\u003c/p>\n\u003c/aside>\n\u003cp>The ability to switch between formal writing and texting comes naturally to kids, tweets \u003ca href=\"https://twitter.com/sunightingale\">Sunightingale \u003c/a>in response to the article above. \"Kids know how to code-switch by learning when to text-talk & when to use a grammatical register: language evolution :),\" she writes.\u003c/p>\n\u003cp>Critics of this genre of writing fervently disagree with the premise. \"Seriously? As a teacher, I do not accept texting language. Texting is ABSOLUTELY hurting youth's grammar and spelling. I can't believe this is even a debate!\" writes Cindy Barnes Herron in response to the link to the article on Facebook.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23264\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-dyslexic-and-visually-impaired-students-a-free-high-tech-solution/attachment/145130371/\" rel=\"attachment wp-att-23264\">\u003cimg class=\"size-large wp-image-23264\" title=\"145130371\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/145130371-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">Elizabeth is a college freshman who has severe dyslexia that makes it impossible for her to decipher printed materials. Nearly every night for 12 years of school, Elizabeth’s mother would sit down and read her daughter's school work to her because that's the only choice they had.\u003c/p>\n\u003cp>But a few months before starting college, Elizabeth discovered an online library called \u003ca href=\"http://www.bookshare.org\">Bookshare.org\u003c/a>, run by a small non-profit called Benetech.\u003c/p>\n\u003cp>“My life changed as I entered the world of accessible literature,” Elizabeth wrote on Bookshare's blog.\u003c/p>\n\u003cp>For Elizabeth and the millions of students who are \"print disabled\" -- meaning they have trouble reading because of dyslexia or vision impairment -- many textbooks are not available in an audio format or in any other format that's easily accessible. Bookshare converts texts into accessible digital formats--mostly audio and digital braille--for those who can't decipher print.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I would hear about a book and remember thinking, ‘I wish I could read that,’ knowing it might be available in a year and a half. Bookshare changed all that.\"\u003c/p>\n\u003c/aside>\n\u003cp>It’s not that Benetech invented accessible literature. The National Library Service for the Blind and Physically Handicapped (NLS), which is part of the Library of Congress, has 300,000 titles and close to 1 million registered readers. The library provides audio books, Braille books and digital files that communicate with electronic Braille notetakers. However, many NLS books must be requested by mail and wait lists for popular texts can be long. In the last few years, the NLS has started offering some texts for download.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A few other services, like the nonprofit \u003ca href=\"http://www.learningally.org/\">Learning Ally\u003c/a>, which has been around since 1948, also offer accessible books for the dyslexic and visually impaired. Volunteers of Learning Ally volunteers read books out loud and those recordings are uploaded to an online library in an accessible format that works much like Bookshare. What Bookshare does differently is focus on the technology element. \u003c!--more-->Instead of a book read by a volunteer, Bookshare offers a book that will be read by a computer. To this end Bookshare focus on developing software in-house.**\u003c/p>\n\u003cp>Currently Bookshare, which was founded in 2001, offers more than 150,000 titles, which can be downloaded in a file format that works with several different digital solutions. Membership is free for all students, including those in adult education, and $50 per year for everyone else, not including a $25 one-time set up fee. For textbooks that aren't yet available on Bookshare, users can send in a request for those titles, which then take anywhere from a couple of weeks to a couple of months to convert.\u003c/p>\n\u003cp>“We want books in a format everyone can use,” said Betsy Beaumon, vice president of Benetech.\u003c/p>\n\u003cp>Benetech’s user-friendly software and its efforts to work with publishers to create accessible digital texts on the front-end have earned the small company a major grant from the U.S. Department of Education. Last month, the Department of Education awarded Benetech $6.5 million a year through 2017 to continue and expand its work to make textbooks, textbook images and software innovations for users more widespread.\u003c/p>\n\u003cp>Bookshare books aren't just PDFs of print pages. Each page is scanned and processed through an optical character recognition program that translates the image file into a text file. That file is proofread to eliminate typos and ensure that things like odd page layouts haven’t damaged readability. Finally, the file is formatted so that it can be “read” in a digital voice by screen reading software -- a computer program that reads what's on the screen -- or fed to a Braille notetaker.\u003c/p>\n\u003cp>Benetech engineers have also produced an iPhone, iPad and Android app that makes these files user-friendly in a variety of ways. For example, it's easy to skip to a chapter heading or even a specific page just as a sighted reader could with a paper textbook by using a combination of aural clues and tapping of the touch-screen.\u003c/p>\n\u003cp>One of two specially created voices can be chosen to read the text. The voices can be sped up or slowed down without losing their pleasant tone. For Rob Turner, the head of customer service at Benetech, this means no more “chipmunk voices.” Turner is blind and in order to read texts as fast as sighted readers when he was in college, Turner would speed up the tape deck playback. With years of practice, he can listen to and take in aural information this way much faster than most people.\u003c/p>\n\u003cp>Since many legally blind people have some amount of vision and because dyslexic readers can see, the software also has a visual element. The size and color of the text can be changed. The background color can also be changed—this has been shown to help some dyslexic readers. A highlighter can be set to follow each word of the text as it’s read out loud.\u003c/p>\n\u003cp>Math equations have traditionally been a big stumbling block for this demographic of readers. The software that “reads” text from the screen cannot read image files and math equations are often in image files. Benetech has created a program that allows a user to type a math equation into a box that will translate the equation into code that works with its software or that can be fed into a Braille notetaker.\u003c/p>\n\u003cp>Rick Roderick, who has been blind since birth, has made a career out of teaching other blind people to use computers and Braille notetakers. As such, he’s stayed on the cutting edge of technology to help the blind. Bookshare, he said, is the best innovation yet.\u003c/p>\n\u003cp>“Bookshare has totally improved my quality of life,” he said.\u003c/p>\n\u003cp>The biggest change has been the speed at which he can access books, Roderick said.\u003c/p>\n\u003cp>“My frustration was I would hear about a book on Morning Edition or Fresh Air and I remember thinking, ‘I wish I could read that,’ knowing it might be available in a year and a half,” he said. “Bookshare changed all that.”\u003c/p>\n\u003cp>Now, Roderick said he can get new books within days or weeks of their publication date. As soon as it's uploaded to Bookshare, he can access it. He can also get same-day news from print publications like \u003cem>The New York Times\u003c/em> and \u003ca href=\"https://www.bookshare.org/browse/periodical\">a list of other big and small periodicals\u003c/a>.\u003c/p>\n\u003cp>“I remember asking one of my teachers in first grade, ‘Will there ever be a Braille newspaper?’” Roderick said. “She said, ‘No, that would be impossible.’ That is now possible.”\u003c/p>\n\u003cp>Benetech leaders hope their recently awarded grant will continue to make even more content readily available to those who cannot decipher print. They have already begun conversations with publishers about how eBooks can be formatted for accessibility from the beginning of the printing process so the long process of scanning and changing file types can be eliminated.\u003c/p>\n\u003cp>Beaumon said she is especially excited about the work they’ve begun with a few textbook publishers in advance of the switch to Common Core standards. If digital files are created as “accessible literature” in the first place, Beaumon said there would be more high-quality content available more quickly.\u003c/p>\n\u003cp>“Now is the opportune moment,” she said.\u003c/p>\n\u003cp>Elizabeth is about to start her sophomore year of college. She’s developed the habit of figuring out exactly what books she’ll need for her upcoming semester and making sure they're available on Bookshare months in advance. If they’re not, she buys two copies of the book, one for herself and one to send to Benetech for scanning. That way, everyone will have access to the information.\u003c/p>\n\u003cp>“I consider it a privilege to have the opportunity to read every word,\" she wrote on the Bookshare blog.\u003c/p>\n\u003cp>\u003cem>** [CLARIFICATION August 15, 2012: An earlier version of this article mischaracterized Learning Ally, which also specializes in accessible textbooks for the dyslexic, visually impaired, and physically handicapped. MindShift regrets the error.]\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23264\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-dyslexic-and-visually-impaired-students-a-free-high-tech-solution/attachment/145130371/\" rel=\"attachment wp-att-23264\">\u003cimg class=\"size-large wp-image-23264\" title=\"145130371\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/145130371-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Lillian Mongeau\u003c/h5>\n\u003cp class=\"dropcap-serif\">Elizabeth is a college freshman who has severe dyslexia that makes it impossible for her to decipher printed materials. Nearly every night for 12 years of school, Elizabeth’s mother would sit down and read her daughter's school work to her because that's the only choice they had.\u003c/p>\n\u003cp>But a few months before starting college, Elizabeth discovered an online library called \u003ca href=\"http://www.bookshare.org\">Bookshare.org\u003c/a>, run by a small non-profit called Benetech.\u003c/p>\n\u003cp>“My life changed as I entered the world of accessible literature,” Elizabeth wrote on Bookshare's blog.\u003c/p>\n\u003cp>For Elizabeth and the millions of students who are \"print disabled\" -- meaning they have trouble reading because of dyslexia or vision impairment -- many textbooks are not available in an audio format or in any other format that's easily accessible. Bookshare converts texts into accessible digital formats--mostly audio and digital braille--for those who can't decipher print.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I would hear about a book and remember thinking, ‘I wish I could read that,’ knowing it might be available in a year and a half. Bookshare changed all that.\"\u003c/p>\n\u003c/aside>\n\u003cp>It’s not that Benetech invented accessible literature. The National Library Service for the Blind and Physically Handicapped (NLS), which is part of the Library of Congress, has 300,000 titles and close to 1 million registered readers. The library provides audio books, Braille books and digital files that communicate with electronic Braille notetakers. However, many NLS books must be requested by mail and wait lists for popular texts can be long. In the last few years, the NLS has started offering some texts for download.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A few other services, like the nonprofit \u003ca href=\"http://www.learningally.org/\">Learning Ally\u003c/a>, which has been around since 1948, also offer accessible books for the dyslexic and visually impaired. Volunteers of Learning Ally volunteers read books out loud and those recordings are uploaded to an online library in an accessible format that works much like Bookshare. What Bookshare does differently is focus on the technology element. \u003c!--more-->Instead of a book read by a volunteer, Bookshare offers a book that will be read by a computer. To this end Bookshare focus on developing software in-house.**\u003c/p>\n\u003cp>Currently Bookshare, which was founded in 2001, offers more than 150,000 titles, which can be downloaded in a file format that works with several different digital solutions. Membership is free for all students, including those in adult education, and $50 per year for everyone else, not including a $25 one-time set up fee. For textbooks that aren't yet available on Bookshare, users can send in a request for those titles, which then take anywhere from a couple of weeks to a couple of months to convert.\u003c/p>\n\u003cp>“We want books in a format everyone can use,” said Betsy Beaumon, vice president of Benetech.\u003c/p>\n\u003cp>Benetech’s user-friendly software and its efforts to work with publishers to create accessible digital texts on the front-end have earned the small company a major grant from the U.S. Department of Education. Last month, the Department of Education awarded Benetech $6.5 million a year through 2017 to continue and expand its work to make textbooks, textbook images and software innovations for users more widespread.\u003c/p>\n\u003cp>Bookshare books aren't just PDFs of print pages. Each page is scanned and processed through an optical character recognition program that translates the image file into a text file. That file is proofread to eliminate typos and ensure that things like odd page layouts haven’t damaged readability. Finally, the file is formatted so that it can be “read” in a digital voice by screen reading software -- a computer program that reads what's on the screen -- or fed to a Braille notetaker.\u003c/p>\n\u003cp>Benetech engineers have also produced an iPhone, iPad and Android app that makes these files user-friendly in a variety of ways. For example, it's easy to skip to a chapter heading or even a specific page just as a sighted reader could with a paper textbook by using a combination of aural clues and tapping of the touch-screen.\u003c/p>\n\u003cp>One of two specially created voices can be chosen to read the text. The voices can be sped up or slowed down without losing their pleasant tone. For Rob Turner, the head of customer service at Benetech, this means no more “chipmunk voices.” Turner is blind and in order to read texts as fast as sighted readers when he was in college, Turner would speed up the tape deck playback. With years of practice, he can listen to and take in aural information this way much faster than most people.\u003c/p>\n\u003cp>Since many legally blind people have some amount of vision and because dyslexic readers can see, the software also has a visual element. The size and color of the text can be changed. The background color can also be changed—this has been shown to help some dyslexic readers. A highlighter can be set to follow each word of the text as it’s read out loud.\u003c/p>\n\u003cp>Math equations have traditionally been a big stumbling block for this demographic of readers. The software that “reads” text from the screen cannot read image files and math equations are often in image files. Benetech has created a program that allows a user to type a math equation into a box that will translate the equation into code that works with its software or that can be fed into a Braille notetaker.\u003c/p>\n\u003cp>Rick Roderick, who has been blind since birth, has made a career out of teaching other blind people to use computers and Braille notetakers. As such, he’s stayed on the cutting edge of technology to help the blind. Bookshare, he said, is the best innovation yet.\u003c/p>\n\u003cp>“Bookshare has totally improved my quality of life,” he said.\u003c/p>\n\u003cp>The biggest change has been the speed at which he can access books, Roderick said.\u003c/p>\n\u003cp>“My frustration was I would hear about a book on Morning Edition or Fresh Air and I remember thinking, ‘I wish I could read that,’ knowing it might be available in a year and a half,” he said. “Bookshare changed all that.”\u003c/p>\n\u003cp>Now, Roderick said he can get new books within days or weeks of their publication date. As soon as it's uploaded to Bookshare, he can access it. He can also get same-day news from print publications like \u003cem>The New York Times\u003c/em> and \u003ca href=\"https://www.bookshare.org/browse/periodical\">a list of other big and small periodicals\u003c/a>.\u003c/p>\n\u003cp>“I remember asking one of my teachers in first grade, ‘Will there ever be a Braille newspaper?’” Roderick said. “She said, ‘No, that would be impossible.’ That is now possible.”\u003c/p>\n\u003cp>Benetech leaders hope their recently awarded grant will continue to make even more content readily available to those who cannot decipher print. They have already begun conversations with publishers about how eBooks can be formatted for accessibility from the beginning of the printing process so the long process of scanning and changing file types can be eliminated.\u003c/p>\n\u003cp>Beaumon said she is especially excited about the work they’ve begun with a few textbook publishers in advance of the switch to Common Core standards. If digital files are created as “accessible literature” in the first place, Beaumon said there would be more high-quality content available more quickly.\u003c/p>\n\u003cp>“Now is the opportune moment,” she said.\u003c/p>\n\u003cp>Elizabeth is about to start her sophomore year of college. She’s developed the habit of figuring out exactly what books she’ll need for her upcoming semester and making sure they're available on Bookshare months in advance. If they’re not, she buys two copies of the book, one for herself and one to send to Benetech for scanning. That way, everyone will have access to the information.\u003c/p>\n\u003cp>“I consider it a privilege to have the opportunity to read every word,\" she wrote on the Bookshare blog.\u003c/p>\n\u003cp>\u003cem>** [CLARIFICATION August 15, 2012: An earlier version of this article mischaracterized Learning Ally, which also specializes in accessible textbooks for the dyslexic, visually impaired, and physically handicapped. MindShift regrets the error.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Can Twitter Replace Traditional Professional Development?",
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"content": "\u003ch5>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/rosauraochoa/3419823308/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23143\" title=\"3419823308_a5b55eb0f2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">By The Hechinger Report\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management problems, or helping students with disabilities.\u003c/p>\n\u003cp>Or, at least, that’s what a group of Internet-savvy educators \u003ca href=\"http://edu2012.stateofnow.com/\">who convened in New York City this week\u003c/a> are hoping.\u003c/p>\n\u003cp>“Being connected [through social-networking sites] is an opportunity for growth anytime, anywhere,” said Steve Anderson, director of instructional technology for the \u003ca href=\"http://wsfcs.k12.nc.us/site/default.aspx?PageID=1\">Winston-Salem/Forsyth County Schools\u003c/a> in North Carolina, speaking yesterday at the second annual #140edu conference, a reference to Twitter’s 140 character limit for tweets. A teacher can go on Twitter, he added, and “learn 10 new things.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A teacher can go on Twitter and “learn 10 new things.”\u003c/p>\n\u003c/aside>\n\u003cp>Traditional forms of on-the-job training for teachers have been much-maligned in recent years by experts and by teachers themselves. “Many times professional development is like herding cattle: We’re taking everybody in the same direction. We’re going to learn the same thing,” said Eric Sheninger, principal of New Milford High School in northern New Jersey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For-profit companies, nonprofits and universities \u003ca href=\"http://hechingerreport.org/content/how-an-australian-company-won-the-top-spot-in-teacher-training-in-new-york-city_8866/\">make lots of money providing training to schools\u003c/a>, but little research exists on what types of professional development for teachers work best. \u003c!--more-->Increasingly, \u003ca href=\"http://hechingerreport.org/category/special_reports/teaching_the_teachers/\">schools and districts are adopting what experts say are more promising ways of training teachers that involve more coaching and teacher collaboration\u003c/a>.\u003c/p>\n\u003cp>But some educators who attended the #140edu conference want to push the envelope further, to make teacher training even more individualized and self-directed. Among the attendees were teachers and principals who keep blogs documenting their daily travails and successes in the classroom, which work as guideposts for others and forums where they can glean tips. Some have thousands of Twitter followers and Facebook friends.\u003c/p>\n\u003cp>Kyle Pace, an instructional technology specialist for the Lee’s Summit School District, near Kansas City, gave an example of how personal networks and crowd-sourcing on the Internet could improve on the old ways of training teachers:\u003c/p>\n\u003cp>“A teacher could be teaching a lesson on the Civil War. That lesson could bomb. They could go to their network, pose a question, ask for a resource. In the next period they could have new resources, things to try immediately,” he said.\u003c/p>\n\u003cp>“Traditional professional development can’t offer that immediacy of being a connected educator,” Pace added.\u003c/p>\n\u003cp>In-person interaction shouldn’t be completely discarded, however, said Sheninger, who \u003ca href=\"http://www.northjersey.com/news/131908408_Principal_embraces_power_of_Twitter.html?c=y&page=1\">says he has revolutionized his school partly through help from people he met via Twitter\u003c/a>. “I value my face-to-face connections more than I do my virtual ones,” he said. “Technology flattens our ability to connect with people. It just makes things easier. It’s not the only way I connect with people.”\u003c/p>\n\u003cp>Indeed, at the conference, a room set aside for in-person mingling and chatting was often more crowded than the auditorium where panelists were giving their talks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post is published on \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/rosauraochoa/3419823308/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23143\" title=\"3419823308_a5b55eb0f2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">By The Hechinger Report\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management problems, or helping students with disabilities.\u003c/p>\n\u003cp>Or, at least, that’s what a group of Internet-savvy educators \u003ca href=\"http://edu2012.stateofnow.com/\">who convened in New York City this week\u003c/a> are hoping.\u003c/p>\n\u003cp>“Being connected [through social-networking sites] is an opportunity for growth anytime, anywhere,” said Steve Anderson, director of instructional technology for the \u003ca href=\"http://wsfcs.k12.nc.us/site/default.aspx?PageID=1\">Winston-Salem/Forsyth County Schools\u003c/a> in North Carolina, speaking yesterday at the second annual #140edu conference, a reference to Twitter’s 140 character limit for tweets. A teacher can go on Twitter, he added, and “learn 10 new things.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A teacher can go on Twitter and “learn 10 new things.”\u003c/p>\n\u003c/aside>\n\u003cp>Traditional forms of on-the-job training for teachers have been much-maligned in recent years by experts and by teachers themselves. “Many times professional development is like herding cattle: We’re taking everybody in the same direction. We’re going to learn the same thing,” said Eric Sheninger, principal of New Milford High School in northern New Jersey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For-profit companies, nonprofits and universities \u003ca href=\"http://hechingerreport.org/content/how-an-australian-company-won-the-top-spot-in-teacher-training-in-new-york-city_8866/\">make lots of money providing training to schools\u003c/a>, but little research exists on what types of professional development for teachers work best. \u003c!--more-->Increasingly, \u003ca href=\"http://hechingerreport.org/category/special_reports/teaching_the_teachers/\">schools and districts are adopting what experts say are more promising ways of training teachers that involve more coaching and teacher collaboration\u003c/a>.\u003c/p>\n\u003cp>But some educators who attended the #140edu conference want to push the envelope further, to make teacher training even more individualized and self-directed. Among the attendees were teachers and principals who keep blogs documenting their daily travails and successes in the classroom, which work as guideposts for others and forums where they can glean tips. Some have thousands of Twitter followers and Facebook friends.\u003c/p>\n\u003cp>Kyle Pace, an instructional technology specialist for the Lee’s Summit School District, near Kansas City, gave an example of how personal networks and crowd-sourcing on the Internet could improve on the old ways of training teachers:\u003c/p>\n\u003cp>“A teacher could be teaching a lesson on the Civil War. That lesson could bomb. They could go to their network, pose a question, ask for a resource. In the next period they could have new resources, things to try immediately,” he said.\u003c/p>\n\u003cp>“Traditional professional development can’t offer that immediacy of being a connected educator,” Pace added.\u003c/p>\n\u003cp>In-person interaction shouldn’t be completely discarded, however, said Sheninger, who \u003ca href=\"http://www.northjersey.com/news/131908408_Principal_embraces_power_of_Twitter.html?c=y&page=1\">says he has revolutionized his school partly through help from people he met via Twitter\u003c/a>. “I value my face-to-face connections more than I do my virtual ones,” he said. “Technology flattens our ability to connect with people. It just makes things easier. It’s not the only way I connect with people.”\u003c/p>\n\u003cp>Indeed, at the conference, a room set aside for in-person mingling and chatting was often more crowded than the auditorium where panelists were giving their talks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post is published on \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_22949\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/category5tv/6508366751/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22949\" title=\"6508366751_51a6ff682a\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Hall Davidson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For educators interested in incorporating video into classroom lessons, here are seven projects to dive into.\u003c/p>\n\u003cp>\u003cstrong>1. TURN AN iPAD OR (OTHER MOBILE DEVICE) INTO A VIDEO MICROSCOPE. \u003c/strong>For less than $8, an iPad can be used as a 45x microscope to capture still images or videos from leaves, household objects, insects, or anything that warrants closer inspection. With an $0.80 grommet from a hardware store, super glue, and a 45x power microscope (usually found for less than $5), the camera in the iPad or mobile phone can become a microscope. This is how it works: the grommet (think of it as a ½-inch rubber washer) is glued around the camera opening, and the microscope plugs into it. You can see how it's done on this \u003ca href=\"http://www.youtube.com/watch?v=sAqN8ihAFv8\">YouTube video\u003c/a>, step-by-step.\u003c/p>\n\u003cp>\u003cstrong>2. MAKE VIDEOS FROM VIDEO GAMES\u003c/strong>. Any technology that produces a ‘video out’ signal can create content for media projects. Students have done this with \u003ca href=\"http://www.minecraft.net/\">MineCraft\u003c/a> and \u003ca href=\"http://www.halo.xbox.com/\">Halo\u003c/a>. Teachers can use the video characters to teach math concepts or build curriculum-based stories with students. Essentially, the computer becomes a camera with video screen capture or for media files generated by the game. You can do this with devices like \u003ca href=\"http://www.amazon.com/EzCap-Transfer-Playstation3-Camcorder-Satellite/dp/B0058KLJOI\">EZcap\u003c/a> and \u003ca href=\"http://www.amazon.com/Pinnacle-Systems-82301006351-Dazzle-Recorder/dp/B001CBXEDG/ref=sr_1_3?s=electronics&ie=UTF8&qid=1343242887&sr=1-3&keywords=dazzle\">Dazzle\u003c/a>. Screen capture can be done in QuickTime 10 (Mac) or CamStudio (PC), or many other screen capture alternatives. \u003c!--more-->This \u003ca href=\"http://www.youtube.com/watch?v=bRGfsGsNvXg\">YouTube video\u003c/a> explains how to connect EZcap, and these \u003ca href=\"http://www.youtube.com/playlist?list=PLF132CC3C4D7199A2\">YouTube videos\u003c/a> show how-tos using Macs.\u003c/p>\n\u003cfigure id=\"attachment_22952\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-06-45-pm/\" rel=\"attachment wp-att-22952\">\u003cimg class=\"size-medium wp-image-22952\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.06.45-PM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cinemagram\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>3. VIDEO-MAKING ON THE iPAD/MOBILE. \u003c/strong>A huge variety of sophisticated video effects can be done on mobile devices -- some of which used to require a television studio and entire crew! You can use fun effects like \u003ca href=\"http://itunes.apple.com/us/app/green-screen-movie-fx/id445285983?mt=8\">Green Screen MovieFX\u003c/a>, an app for iPads, iPhones, and Windows phones, which allows for a color in a video shot live to become a pre-set video. \u003ca href=\"http://itunes.apple.com/us/app/cinemagram/id487225881?mt=8\">Cinemagram\u003c/a>, a new app that allows part of a video to be frozen while the rest of video continues, is also fun to play with. \u003ca href=\"http://www.coachseye.com/\">Coaches Eye\u003c/a>, which allows coaches or teachers to slow down, mark up (like on ESPN), and comment on student videos shot on cameras or phones works great for assessing videos. And \u003ca href=\"http://itunes.apple.com/us/app/madpad-remix-your-life/id456072329?mt=8\">MadPad\u003c/a>, a multiple-screen video display that can be crafted into a math, social studies, or vocabulary game is another great tool to play with.\u003c/p>\n\u003cp>\u003cstrong>4. MORPHING. \u003c/strong>Morphing images means transforming one image smoothly into another (remember the end of Michael Jackson's \u003ca href=\"http://www.youtube.com/watch?v=bBAiZcNWecw\">\"Black or White\"\u003c/a> video?) You can blend student's images from their earliest elementary school grades through graduation and then segue into futuristic images, or blend two images of a student into his or her hero, or into the center of their report, or into animals or any other images that lend themselves to class subjects. Software that can be used: \u003ca href=\"http://www.morpheussoftware.net/\">Morpheus\u003c/a>, \u003ca href=\"http://www.fantamorph.com/index.html\">FantaMorph\u003c/a>, \u003ca href=\"http://download.cnet.com/MorphX/3000-2170_4-2987.html\">MorphX\u003c/a>, and free websites such as \u003ca href=\"http://www.morphthing.com/\">MorphThing.com\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_22954\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-09-14-pm/\" rel=\"attachment wp-att-22954\">\u003cimg class=\"size-medium wp-image-22954\" title=\"Screen Shot 2012-07-25 at 4.09.14 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.09.14-PM-300x287.png\" alt=\"\" width=\"300\" height=\"287\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Hall Davidson\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>5. QR CODE GAME OR SCAVENGER HUNT. \u003c/strong>QR Codes -- those little squares that, when viewed through smartphones lead to videos, sounds, or websites -- can be used to create multiple-choice questions and answers. Here's how: a QR is \"broken\" into pieces that are linked to questions and answers. Students can drag the piece next to the answer they think is correct into a grid, and the pieces form a QR code. If the answers are all correct, the QR code reveals a video. If not, nothing happens. But students can adjust answers until they get it right. To make it easier (for the teacher) and more visual, each QR code piece is colored. The grid, coloring, and QR code construction can all be all done in PowerPoint, but any software with graphic capabilities, such as \u003ca href=\"http://www.mackiev.com/hyperstudio/index.html\">HyperStudio\u003c/a>, works well too. The low-tech alternative is to simply cutting up a QR Code and stash it along the path of a scavenger hunt. The teams can bring back the pieces and reassemble them to uncover the video, still, or sound that the QR code that appears on their smartphone.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>6. TRANSFORM AN OLD CAMCORDER TO A GREAT WEBCAM. \u003c/strong>There are legions of old digital camcorders in parent and teacher closets. Maybe they ate tapes. Maybe they were too big, or just outdated. These broken or discarded camcorders can be connected to a computer for use in online conversations, as a document camera, or for scientific observations. Any camcorder that allows a “video out” connection will works, but those that are designed to connect to a computer are easier to use. These usually have “DV” (digital video) printed somewhere on the camera and, hidden under a black flap is the DV connector. Even if the camcorder doesn’t record anymore, or the tape motor is broken, this will work. The great lenses on those camcorders are a tremendous asset. A classroom talking with an expert, for example, could let the teacher zoom in student faces. Once the connection is made, the preferences or options in Skype, FaceTime, QuickTime, etc., are set to show the camcorder instead of the built-in camera or webcam. A mini-tripod can hold the camera steady.\u003c/p>\n\u003cp>\u003cstrong>7. CREATE A MEDIA FESTIVAL. \u003c/strong>Celebrate the works of your students by putting on a media festival, showcasing their work in media, digital content, games, and music. The \u003ca href=\"http://www.mediafestival.org/?page_id=2\">California Student Media Festival\u003c/a> can be used as a prototype of how to model such a festival; find resources for guidelines, entry forms, judging rubrics, and structures for guidance.\u003c/p>\n\u003cp>Find more details about specific apps and more \u003ca href=\"http://www.linkyy.com/HallDavidsonHandout\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Hall Davidson is senior director of Global Learning Initiatives at Discovery Education.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22949\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/category5tv/6508366751/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22949\" title=\"6508366751_51a6ff682a\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Hall Davidson\u003c/h5>\n\u003cp class=\"dropcap-serif\">For educators interested in incorporating video into classroom lessons, here are seven projects to dive into.\u003c/p>\n\u003cp>\u003cstrong>1. TURN AN iPAD OR (OTHER MOBILE DEVICE) INTO A VIDEO MICROSCOPE. \u003c/strong>For less than $8, an iPad can be used as a 45x microscope to capture still images or videos from leaves, household objects, insects, or anything that warrants closer inspection. With an $0.80 grommet from a hardware store, super glue, and a 45x power microscope (usually found for less than $5), the camera in the iPad or mobile phone can become a microscope. This is how it works: the grommet (think of it as a ½-inch rubber washer) is glued around the camera opening, and the microscope plugs into it. You can see how it's done on this \u003ca href=\"http://www.youtube.com/watch?v=sAqN8ihAFv8\">YouTube video\u003c/a>, step-by-step.\u003c/p>\n\u003cp>\u003cstrong>2. MAKE VIDEOS FROM VIDEO GAMES\u003c/strong>. Any technology that produces a ‘video out’ signal can create content for media projects. Students have done this with \u003ca href=\"http://www.minecraft.net/\">MineCraft\u003c/a> and \u003ca href=\"http://www.halo.xbox.com/\">Halo\u003c/a>. Teachers can use the video characters to teach math concepts or build curriculum-based stories with students. Essentially, the computer becomes a camera with video screen capture or for media files generated by the game. You can do this with devices like \u003ca href=\"http://www.amazon.com/EzCap-Transfer-Playstation3-Camcorder-Satellite/dp/B0058KLJOI\">EZcap\u003c/a> and \u003ca href=\"http://www.amazon.com/Pinnacle-Systems-82301006351-Dazzle-Recorder/dp/B001CBXEDG/ref=sr_1_3?s=electronics&ie=UTF8&qid=1343242887&sr=1-3&keywords=dazzle\">Dazzle\u003c/a>. Screen capture can be done in QuickTime 10 (Mac) or CamStudio (PC), or many other screen capture alternatives. \u003c!--more-->This \u003ca href=\"http://www.youtube.com/watch?v=bRGfsGsNvXg\">YouTube video\u003c/a> explains how to connect EZcap, and these \u003ca href=\"http://www.youtube.com/playlist?list=PLF132CC3C4D7199A2\">YouTube videos\u003c/a> show how-tos using Macs.\u003c/p>\n\u003cfigure id=\"attachment_22952\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-06-45-pm/\" rel=\"attachment wp-att-22952\">\u003cimg class=\"size-medium wp-image-22952\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.06.45-PM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cinemagram\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>3. VIDEO-MAKING ON THE iPAD/MOBILE. \u003c/strong>A huge variety of sophisticated video effects can be done on mobile devices -- some of which used to require a television studio and entire crew! You can use fun effects like \u003ca href=\"http://itunes.apple.com/us/app/green-screen-movie-fx/id445285983?mt=8\">Green Screen MovieFX\u003c/a>, an app for iPads, iPhones, and Windows phones, which allows for a color in a video shot live to become a pre-set video. \u003ca href=\"http://itunes.apple.com/us/app/cinemagram/id487225881?mt=8\">Cinemagram\u003c/a>, a new app that allows part of a video to be frozen while the rest of video continues, is also fun to play with. \u003ca href=\"http://www.coachseye.com/\">Coaches Eye\u003c/a>, which allows coaches or teachers to slow down, mark up (like on ESPN), and comment on student videos shot on cameras or phones works great for assessing videos. And \u003ca href=\"http://itunes.apple.com/us/app/madpad-remix-your-life/id456072329?mt=8\">MadPad\u003c/a>, a multiple-screen video display that can be crafted into a math, social studies, or vocabulary game is another great tool to play with.\u003c/p>\n\u003cp>\u003cstrong>4. MORPHING. \u003c/strong>Morphing images means transforming one image smoothly into another (remember the end of Michael Jackson's \u003ca href=\"http://www.youtube.com/watch?v=bBAiZcNWecw\">\"Black or White\"\u003c/a> video?) You can blend student's images from their earliest elementary school grades through graduation and then segue into futuristic images, or blend two images of a student into his or her hero, or into the center of their report, or into animals or any other images that lend themselves to class subjects. Software that can be used: \u003ca href=\"http://www.morpheussoftware.net/\">Morpheus\u003c/a>, \u003ca href=\"http://www.fantamorph.com/index.html\">FantaMorph\u003c/a>, \u003ca href=\"http://download.cnet.com/MorphX/3000-2170_4-2987.html\">MorphX\u003c/a>, and free websites such as \u003ca href=\"http://www.morphthing.com/\">MorphThing.com\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_22954\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/screen-shot-2012-07-25-at-4-09-14-pm/\" rel=\"attachment wp-att-22954\">\u003cimg class=\"size-medium wp-image-22954\" title=\"Screen Shot 2012-07-25 at 4.09.14 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-4.09.14-PM-300x287.png\" alt=\"\" width=\"300\" height=\"287\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Hall Davidson\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>5. QR CODE GAME OR SCAVENGER HUNT. \u003c/strong>QR Codes -- those little squares that, when viewed through smartphones lead to videos, sounds, or websites -- can be used to create multiple-choice questions and answers. Here's how: a QR is \"broken\" into pieces that are linked to questions and answers. Students can drag the piece next to the answer they think is correct into a grid, and the pieces form a QR code. If the answers are all correct, the QR code reveals a video. If not, nothing happens. But students can adjust answers until they get it right. To make it easier (for the teacher) and more visual, each QR code piece is colored. The grid, coloring, and QR code construction can all be all done in PowerPoint, but any software with graphic capabilities, such as \u003ca href=\"http://www.mackiev.com/hyperstudio/index.html\">HyperStudio\u003c/a>, works well too. The low-tech alternative is to simply cutting up a QR Code and stash it along the path of a scavenger hunt. The teams can bring back the pieces and reassemble them to uncover the video, still, or sound that the QR code that appears on their smartphone.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>6. TRANSFORM AN OLD CAMCORDER TO A GREAT WEBCAM. \u003c/strong>There are legions of old digital camcorders in parent and teacher closets. Maybe they ate tapes. Maybe they were too big, or just outdated. These broken or discarded camcorders can be connected to a computer for use in online conversations, as a document camera, or for scientific observations. Any camcorder that allows a “video out” connection will works, but those that are designed to connect to a computer are easier to use. These usually have “DV” (digital video) printed somewhere on the camera and, hidden under a black flap is the DV connector. Even if the camcorder doesn’t record anymore, or the tape motor is broken, this will work. The great lenses on those camcorders are a tremendous asset. A classroom talking with an expert, for example, could let the teacher zoom in student faces. Once the connection is made, the preferences or options in Skype, FaceTime, QuickTime, etc., are set to show the camcorder instead of the built-in camera or webcam. A mini-tripod can hold the camera steady.\u003c/p>\n\u003cp>\u003cstrong>7. CREATE A MEDIA FESTIVAL. \u003c/strong>Celebrate the works of your students by putting on a media festival, showcasing their work in media, digital content, games, and music. The \u003ca href=\"http://www.mediafestival.org/?page_id=2\">California Student Media Festival\u003c/a> can be used as a prototype of how to model such a festival; find resources for guidelines, entry forms, judging rubrics, and structures for guidance.\u003c/p>\n\u003cp>Find more details about specific apps and more \u003ca href=\"http://www.linkyy.com/HallDavidsonHandout\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Hall Davidson is senior director of Global Learning Initiatives at Discovery Education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_22929\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM.png\">\u003cimg class=\"size-large wp-image-22929\" title=\"Screen Shot 2012-07-25 at 10.09.31 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-620x340.png\" alt=\"\" width=\"620\" height=\"340\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Valve\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">Video game company\u003ca href=\"http://store.steampowered.com/publisher/Valve\"> Valve\u003c/a> is going deep into the education world with a new initiative using \u003ca href=\"http://store.steampowered.com/publisher/Valve\">Steam\u003c/a>, their free online game platform where users can download games and communicate and play with other players. The initiative is called \u003ca href=\"http://www.teachwithportals.com/index.php/faq/\">Steam for Schools,\u003c/a> and a free educational version is now available to teachers to use in the classroom.\u003c/p>\n\u003cp>What makes it unique for schools is that all functionality unrelated to education is disabled and only certain games are made available for teachers and students.\u003c/p>\n\u003cp>The first major games used in Steam for Schools are \u003ca href=\"http://store.steampowered.com/app/400/\">Portal\u003c/a> and \u003ca href=\"http://store.steampowered.com/app/620/\">Portal 2\u003c/a>. In the games, the main character solves puzzles and problems in a three-dimensional world. As it's explained on the site: “Players primarily interact with the world by using a hand-held portal device to place interconnected portals on walls, floors, or ceilings. Once a pair of portals is positioned any object entering through one portal will exit though the other.” In addition to these two versions of the \u003c!--more-->game, there's also a Portal Puzzle Maker, whereby teachers can make their own puzzles for students to solve.\u003c/p>\n\u003cp>For those willing to experiment with games in class, some ideas on how to use Portal:\u003c/p>\n\u003cp>\u003cstrong>PHYSICS: \u003c/strong>One of the most obvious targets of Portal is the use of concepts in physics. From exploring gravity and friction, to terminal velocity and conservation of mass, there's a wealth of specific sub-topics within general physics that can be targeted explicitly. In addition to learning and exploring these concepts through playing the game, students can create their own games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>MATH: \u003c/strong>With the puzzle-maker, students learn about parabolas, volume, and even statistics. Students can play games created by other students and collect and chart data on a research question . Even spatial reasoning, an early-years math target, can be learned through both playing Portal and creating puzzles. It’s all about targeting a specific math learning objective, and creating a lesson plan that uncovers that target through the gameplay and game creation.\u003c/p>\n\u003cp>\u003cstrong>LANGUAGE ARTS:\u003c/strong> Portal has a narrative arc and story. There's a protagonist, setting, plot, and other literary elements. Teachers can focus on one or many of these elements and have students track and analyze, for instance, how the choices they make as the character affects the story; or perhaps creating a plot map for the first few levels of the game. In this way, Portal can be used to support lessons crafted by teachers, engage students in a different way of thinking about these elements, and help teachers scaffold learning for look at a text later.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL THINKING, PROBLEM SOLVING: \u003c/strong>Portal is a puzzle game, so players are continually thinking critically about solving problems. In addition, students work together to play and design games.\u003c/p>\n\u003cp>Valve has set up a site called \u003ca href=\"http://www.teachwithportals.com/\">Teach With Portals\u003c/a> where teachers can not only submit their own ideas, but look for others.\u003c/p>\n\u003cp>Have you tried teaching with Portal? Tell us about lessons plans and challenges in classroom implementation.\u003c/p>\n\u003cp>Check out the video showing how the company promotes the use of the game for learning.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=QGQo0z3XikI&feature=player_embedded\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andrew Miller (\u003ca href=\"http://www.twitter.com/betamiller\">@betamiller\u003c/a> on Twitter) is a National Faculty member for the \u003ca href=\"http://www.bie.org/\">Buck Institute for Education\u003c/a>, an organization specializing in 21st century project-based learning, as well as for \u003ca href=\"http://www.ascd.org/Default.aspx\">ASCD\u003c/a>, an organization providing expertise in a variety of professional development needs. He is also a regular \u003ca href=\"http://www.edutopia.org/blog/18710\">blogger for Edutopia\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22929\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM.png\">\u003cimg class=\"size-large wp-image-22929\" title=\"Screen Shot 2012-07-25 at 10.09.31 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-620x340.png\" alt=\"\" width=\"620\" height=\"340\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Valve\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">Video game company\u003ca href=\"http://store.steampowered.com/publisher/Valve\"> Valve\u003c/a> is going deep into the education world with a new initiative using \u003ca href=\"http://store.steampowered.com/publisher/Valve\">Steam\u003c/a>, their free online game platform where users can download games and communicate and play with other players. The initiative is called \u003ca href=\"http://www.teachwithportals.com/index.php/faq/\">Steam for Schools,\u003c/a> and a free educational version is now available to teachers to use in the classroom.\u003c/p>\n\u003cp>What makes it unique for schools is that all functionality unrelated to education is disabled and only certain games are made available for teachers and students.\u003c/p>\n\u003cp>The first major games used in Steam for Schools are \u003ca href=\"http://store.steampowered.com/app/400/\">Portal\u003c/a> and \u003ca href=\"http://store.steampowered.com/app/620/\">Portal 2\u003c/a>. In the games, the main character solves puzzles and problems in a three-dimensional world. As it's explained on the site: “Players primarily interact with the world by using a hand-held portal device to place interconnected portals on walls, floors, or ceilings. Once a pair of portals is positioned any object entering through one portal will exit though the other.” In addition to these two versions of the \u003c!--more-->game, there's also a Portal Puzzle Maker, whereby teachers can make their own puzzles for students to solve.\u003c/p>\n\u003cp>For those willing to experiment with games in class, some ideas on how to use Portal:\u003c/p>\n\u003cp>\u003cstrong>PHYSICS: \u003c/strong>One of the most obvious targets of Portal is the use of concepts in physics. From exploring gravity and friction, to terminal velocity and conservation of mass, there's a wealth of specific sub-topics within general physics that can be targeted explicitly. In addition to learning and exploring these concepts through playing the game, students can create their own games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>MATH: \u003c/strong>With the puzzle-maker, students learn about parabolas, volume, and even statistics. Students can play games created by other students and collect and chart data on a research question . Even spatial reasoning, an early-years math target, can be learned through both playing Portal and creating puzzles. It’s all about targeting a specific math learning objective, and creating a lesson plan that uncovers that target through the gameplay and game creation.\u003c/p>\n\u003cp>\u003cstrong>LANGUAGE ARTS:\u003c/strong> Portal has a narrative arc and story. There's a protagonist, setting, plot, and other literary elements. Teachers can focus on one or many of these elements and have students track and analyze, for instance, how the choices they make as the character affects the story; or perhaps creating a plot map for the first few levels of the game. In this way, Portal can be used to support lessons crafted by teachers, engage students in a different way of thinking about these elements, and help teachers scaffold learning for look at a text later.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL THINKING, PROBLEM SOLVING: \u003c/strong>Portal is a puzzle game, so players are continually thinking critically about solving problems. In addition, students work together to play and design games.\u003c/p>\n\u003cp>Valve has set up a site called \u003ca href=\"http://www.teachwithportals.com/\">Teach With Portals\u003c/a> where teachers can not only submit their own ideas, but look for others.\u003c/p>\n\u003cp>Have you tried teaching with Portal? Tell us about lessons plans and challenges in classroom implementation.\u003c/p>\n\u003cp>Check out the video showing how the company promotes the use of the game for learning.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/QGQo0z3XikI'\n title='//www.youtube.com/embed/QGQo0z3XikI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cem>Andrew Miller (\u003ca href=\"http://www.twitter.com/betamiller\">@betamiller\u003c/a> on Twitter) is a National Faculty member for the \u003ca href=\"http://www.bie.org/\">Buck Institute for Education\u003c/a>, an organization specializing in 21st century project-based learning, as well as for \u003ca href=\"http://www.ascd.org/Default.aspx\">ASCD\u003c/a>, an organization providing expertise in a variety of professional development needs. He is also a regular \u003ca href=\"http://www.edutopia.org/blog/18710\">blogger for Edutopia\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 8
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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.",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"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.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"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. ",
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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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"
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},
"masters-of-scale": {
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"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"
},
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"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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