window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_23437": {
"type": "attachments",
"id": "mindshift_23437",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23437",
"found": true
},
"parent": 23220,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png",
"width": 400,
"mimeType": "image/png",
"height": 234
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png",
"width": 320,
"mimeType": "image/png",
"height": 187
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png",
"width": 583,
"height": 341
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1345241650,
"modified": 1345241650,
"caption": null,
"description": null,
"title": "Screen-Shot-2012-05-16-at-10.22.24-AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23357": {
"type": "attachments",
"id": "mindshift_23357",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23357",
"found": true
},
"parent": 22741,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-400x225.png",
"width": 400,
"mimeType": "image/png",
"height": 225
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-320x180.png",
"width": 320,
"mimeType": "image/png",
"height": 180
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM.png",
"width": 713,
"height": 401
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1345078597,
"modified": 1345078597,
"caption": "Alleyoop online tutorial",
"description": null,
"title": "Screen-Shot-2012-08-15-at-5.56.17-PM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23327": {
"type": "attachments",
"id": "mindshift_23327",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23327",
"found": true
},
"parent": 23309,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 275
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 220
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg",
"width": 500,
"height": 344
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1345056191,
"modified": 1345056191,
"caption": null,
"description": null,
"title": "4358500584_4e1b858258",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23291": {
"type": "attachments",
"id": "mindshift_23291",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23291",
"found": true
},
"parent": 23285,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM-400x223.png",
"width": 400,
"mimeType": "image/png",
"height": 223
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM-320x179.png",
"width": 320,
"mimeType": "image/png",
"height": 179
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM.png",
"width": 632,
"height": 353
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-08-14-at-9.32.53-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1344962384,
"modified": 1344962384,
"caption": null,
"description": null,
"title": "Screen Shot 2012-08-14 at 9.32.53 AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23264": {
"type": "attachments",
"id": "mindshift_23264",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23264",
"found": true
},
"parent": 23193,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371.jpg",
"width": 725,
"height": 483
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/145130371-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1344632588,
"modified": 1344632588,
"caption": null,
"description": "Schoolboys at school",
"title": "145130371",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23143": {
"type": "attachments",
"id": "mindshift_23143",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23143",
"found": true
},
"parent": 23139,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-400x300.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 300
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-320x240.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 240
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-500x372.jpg",
"width": 500,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg",
"width": 500,
"height": 375
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1344274332,
"modified": 1344274332,
"caption": null,
"description": null,
"title": "3419823308_a5b55eb0f2",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_23056": {
"type": "attachments",
"id": "mindshift_23056",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "23056",
"found": true
},
"parent": 22238,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-800x576.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-400x300.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 300
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-320x240.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 240
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail.jpg",
"width": 800,
"height": 600
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-768x576.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 576
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-800x600.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 600
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/800px-Google_Glass_detail-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1343415628,
"modified": 1343415628,
"caption": null,
"description": null,
"title": "800px-Google_Glass_detail",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_22949": {
"type": "attachments",
"id": "mindshift_22949",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "22949",
"found": true
},
"parent": 22936,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-400x300.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 300
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-320x240.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 240
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-500x372.jpg",
"width": 500,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a.jpg",
"width": 500,
"height": 375
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/6508366751_51a6ff682a-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1343257514,
"modified": 1343257514,
"caption": null,
"description": null,
"title": "6508366751_51a6ff682a",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_22929": {
"type": "attachments",
"id": "mindshift_22929",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "22929",
"found": true
},
"parent": 22923,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-400x220.png",
"width": 400,
"mimeType": "image/png",
"height": 220
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-320x176.png",
"width": 320,
"mimeType": "image/png",
"height": 176
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM.png",
"width": 635,
"height": 349
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/Screen-Shot-2012-07-25-at-10.09.31-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1343236576,
"modified": 1343236576,
"caption": null,
"description": null,
"title": "Screen Shot 2012-07-25 at 10.09.31 AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_22906": {
"type": "attachments",
"id": "mindshift_22906",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "22906",
"found": true
},
"parent": 22898,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-400x207.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 207
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-320x165.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 165
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201.jpg",
"width": 2272,
"height": 1175
},
"large": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-1440x745.jpg",
"width": 1440,
"mimeType": "image/jpeg",
"height": 745
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-800x414.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 414
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-1180x610.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 610
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-768x397.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 397
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/929147201-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1343151147,
"modified": 1343151147,
"caption": null,
"description": null,
"title": "929147201",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_22723": {
"type": "attachments",
"id": "mindshift_22723",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "22723",
"found": true
},
"parent": 22704,
"imgSizes": {
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-320x482.png",
"width": 320,
"mimeType": "image/png",
"height": 482
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-340x372.png",
"width": 340,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2.png",
"width": 340,
"height": 512
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1341992290,
"modified": 1341992290,
"caption": "Flickr: Mark Anderson ",
"description": null,
"title": "mrk anderson for those who rock",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_22680": {
"type": "attachments",
"id": "mindshift_22680",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "22680",
"found": true
},
"parent": 22669,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-650x372.jpg",
"width": 650,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631.jpg",
"width": 650,
"height": 433
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8631-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1341617086,
"modified": 1341617086,
"caption": null,
"description": null,
"title": "IMG_8631",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"tbarseghian": {
"type": "authors",
"id": "180",
"meta": {
"index": "authors_1716337520",
"id": "180",
"found": true
},
"name": "Tina Barseghian",
"firstName": "Tina",
"lastName": "Barseghian",
"slug": "tbarseghian",
"email": "tbarseghian@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "styleguide",
"roles": [
"contributor"
]
},
{
"site": "news",
"roles": [
"subscriber"
]
},
{
"site": "mindshift",
"roles": [
"subscriber"
]
},
{
"site": "bayareabites",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Tina Barseghian | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tbarseghian"
},
"tasha": {
"type": "authors",
"id": "4359",
"meta": {
"index": "authors_1716337520",
"id": "4359",
"found": true
},
"name": "Tasha Bergson-Michelson",
"firstName": "Tasha",
"lastName": "Bergson-Michelson",
"slug": "tasha",
"email": "tbm@google.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Tasha Bergson-Michelson is a member of the Google Search Education team. She is a professional librarian and searcher with a passion for helping people find, assess, and use the information they need. Contact Tasha and check out the Search Education website at: http://www.google.com/insidesearch/searcheducation/.",
"avatar": "https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"edit_files",
"upload_files",
"subscriber"
]
}
],
"headData": {
"title": "Tasha Bergson-Michelson | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tasha"
},
"frankcatalano": {
"type": "authors",
"id": "4375",
"meta": {
"index": "authors_1716337520",
"id": "4375",
"found": true
},
"name": "Frank Catalano",
"firstName": "Frank",
"lastName": "Catalano",
"slug": "frankcatalano",
"email": "frank@intrinsicstrategy.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Frank Catalano | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/cdaee2f69a326e0989fd01d137b85954?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/frankcatalano"
}
},
"pagesReducer": {
"mindshift_category_digital-tools": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"score": 14.402988
},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"title": "Digital Tools",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 36
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "How devices, software, and the Internet are changing the classroom dynamic."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=digital-tools",
"seeMore": false,
"paginated": true,
"page": 36
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_23220": {
"type": "posts",
"id": "mindshift_23220",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "23220",
"score": null,
"sort": [
1345557620000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1345557620,
"format": "aside",
"disqusTitle": "What's the Difference Between Games and Gamification?",
"title": "What's the Difference Between Games and Gamification?",
"headTitle": "MindShift | KQED News",
"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",
"disqusIdentifier": "23220 http://blogs.kqed.org/mindshift/?p=23220",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/08/21/whats-the-difference-between-games-and-gamification/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1276,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 29
},
"modified": 1345241820,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "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.” Game interest is definitely on the upswing in K-12 and higher",
"title": "What's the Difference Between Games and Gamification? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What's the Difference Between Games and Gamification?",
"datePublished": "2012-08-21T07:00:20-07:00",
"dateModified": "2012-08-17T15:17:00-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "whats-the-difference-between-games-and-gamification",
"status": "publish",
"path": "/mindshift/23220/whats-the-difference-between-games-and-gamification",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/23220/whats-the-difference-between-games-and-gamification",
"authors": [
"4375"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_282",
"mindshift_548",
"mindshift_20902"
],
"featImg": "mindshift_23437",
"label": "mindshift"
},
"mindshift_22741": {
"type": "posts",
"id": "mindshift_22741",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22741",
"score": null,
"sort": [
1345125638000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1345125638,
"format": "aside",
"disqusTitle": "Alleyoop Releases New STEM Program",
"title": "Alleyoop Releases New STEM Program",
"headTitle": "MindShift | KQED News",
"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",
"disqusIdentifier": "22741 http://blogs.kqed.org/mindshift/?p=22741",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/08/16/alleyoop-releases-new-stem-program/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 554,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1345135333,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Jennie Rose Alleyoop, the online college prep tutoring site 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. Alleyoop uses the "gamification" model for its",
"title": "Alleyoop Releases New STEM Program | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Alleyoop Releases New STEM Program",
"datePublished": "2012-08-16T07:00:38-07:00",
"dateModified": "2012-08-16T09:42:13-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "alleyoop-releases-new-stem-program",
"status": "publish",
"path": "/mindshift/22741/alleyoop-releases-new-stem-program",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22741/alleyoop-releases-new-stem-program",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_485",
"mindshift_921",
"mindshift_392",
"mindshift_47"
],
"featImg": "mindshift_23357",
"label": "mindshift"
},
"mindshift_23309": {
"type": "posts",
"id": "mindshift_23309",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "23309",
"score": null,
"sort": [
1345056449000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1345056449,
"format": "aside",
"disqusTitle": "Can Texting Develop Other Writing Skills?",
"title": "Can Texting Develop Other Writing Skills?",
"headTitle": "MindShift | KQED News",
"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",
"disqusIdentifier": "23309 http://blogs.kqed.org/mindshift/?p=23309",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/08/15/can-texting-develop-other-writing-skills/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 768,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 19
},
"modified": 1345074083,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Flickr: English106 As more schools begin allowing students to bring their own devices 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. Some educators (and even a linguistic expert) believe kids who text are exercising a different,",
"title": "Can Texting Develop Other Writing Skills? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Texting Develop Other Writing Skills?",
"datePublished": "2012-08-15T11:47:29-07:00",
"dateModified": "2012-08-15T16:41:23-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "can-texting-develop-other-writing-skills",
"status": "publish",
"path": "/mindshift/23309/can-texting-develop-other-writing-skills",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\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>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/23309/can-texting-develop-other-writing-skills",
"authors": [
"180"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_918",
"mindshift_917",
"mindshift_851"
],
"featImg": "mindshift_23327",
"label": "mindshift"
},
"mindshift_23285": {
"type": "posts",
"id": "mindshift_23285",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "23285",
"score": null,
"sort": [
1344962611000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1344962611,
"format": "aside",
"disqusTitle": "Top Educational Rap Videos on YouTube",
"title": "Top Educational Rap Videos on YouTube",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"dropcap-serif\">Can rap help kids understand tricky math concepts? Or the complex boom-and-bust cycle of the economy? There are hundreds of videos on YouTube that make that attempt.\u003c/p>\n\u003cp>This one (below), called \u003ca href=\"http://www.youtube.com/watch?v=OFSrINhfNsQ&feature=share&list=PLFC5CD599B5B269B6\">Teach Me How To Factor\u003c/a>, a parody of \u003cem>Teach Me How To Dougie\u003c/em> by Cali Swag District, is produced by students at Westerville South High School, in Westerville, Ohio, and has gotten more than half a million views.\u003c/p>\n\u003cp>It's one of the \u003ca href=\"http://www.youtube.com/playlist?list=PLFC5CD599B5B269B6&feature=edit_ok\">top educational rap videos on YouTube\u003c/a>, curated by the YouTubeEDU staff, that covers everything from prefixes and suffixes to state capitals to factoring to the phases of the moon. Check it out:\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/videoseries?list=PLFC5CD599B5B269B6&hl=en_US\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "23285 http://blogs.kqed.org/mindshift/?p=23285",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/08/14/top-educational-rap-videos-on-youtube/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 110,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://www.youtube.com/embed/videoseries"
],
"paragraphCount": 5
},
"modified": 1344964318,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Can rap help kids understand tricky math concepts? Or the complex boom-and-bust cycle of the economy? There are hundreds of videos on YouTube that make that attempt. This one (below), called Teach Me How To Factor, a parody of Teach Me How To Dougie by Cali Swag District, is produced by students at Westerville South",
"title": "Top Educational Rap Videos on YouTube | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Top Educational Rap Videos on YouTube",
"datePublished": "2012-08-14T09:43:31-07:00",
"dateModified": "2012-08-14T10:11:58-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "top-educational-rap-videos-on-youtube",
"status": "publish",
"path": "/mindshift/23285/top-educational-rap-videos-on-youtube",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Can rap help kids understand tricky math concepts? Or the complex boom-and-bust cycle of the economy? There are hundreds of videos on YouTube that make that attempt.\u003c/p>\n\u003cp>This one (below), called \u003ca href=\"http://www.youtube.com/watch?v=OFSrINhfNsQ&feature=share&list=PLFC5CD599B5B269B6\">Teach Me How To Factor\u003c/a>, a parody of \u003cem>Teach Me How To Dougie\u003c/em> by Cali Swag District, is produced by students at Westerville South High School, in Westerville, Ohio, and has gotten more than half a million views.\u003c/p>\n\u003cp>It's one of the \u003ca href=\"http://www.youtube.com/playlist?list=PLFC5CD599B5B269B6&feature=edit_ok\">top educational rap videos on YouTube\u003c/a>, curated by the YouTubeEDU staff, that covers everything from prefixes and suffixes to state capitals to factoring to the phases of the moon. Check it out:\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/videoseries?list=PLFC5CD599B5B269B6&hl=en_US\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/23285/top-educational-rap-videos-on-youtube",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_916",
"mindshift_56"
],
"featImg": "mindshift_23291",
"label": "mindshift"
},
"mindshift_23193": {
"type": "posts",
"id": "mindshift_23193",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "23193",
"score": null,
"sort": [
1344622130000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1344622130,
"format": "aside",
"disqusTitle": "For Dyslexic and Visually Impaired Students, a Free High-Tech Solution",
"title": "For Dyslexic and Visually Impaired Students, a Free High-Tech Solution",
"headTitle": "MindShift | KQED News",
"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",
"disqusIdentifier": "23193 http://blogs.kqed.org/mindshift/?p=23193",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/08/10/for-dyslexic-and-visually-impaired-students-a-free-high-tech-solution/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1388,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 28
},
"modified": 1345062272,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Thinkstock By Lillian Mongeau 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. But a few months",
"title": "For Dyslexic and Visually Impaired Students, a Free High-Tech Solution | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "For Dyslexic and Visually Impaired Students, a Free High-Tech Solution",
"datePublished": "2012-08-10T11:08:50-07:00",
"dateModified": "2012-08-15T13:24:32-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "for-dyslexic-and-visually-impaired-students-a-free-high-tech-solution",
"status": "publish",
"path": "/mindshift/23193/for-dyslexic-and-visually-impaired-students-a-free-high-tech-solution",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/23193/for-dyslexic-and-visually-impaired-students-a-free-high-tech-solution",
"authors": [
"4354"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_915",
"mindshift_160",
"mindshift_914"
],
"featImg": "mindshift_23264",
"label": "mindshift"
},
"mindshift_23139": {
"type": "posts",
"id": "mindshift_23139",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "23139",
"score": null,
"sort": [
1344274494000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1344274494,
"format": "aside",
"disqusTitle": "Can Twitter Replace Traditional Professional Development?",
"title": "Can Twitter Replace Traditional Professional Development?",
"headTitle": "MindShift | KQED News",
"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",
"disqusIdentifier": "23139 http://blogs.kqed.org/mindshift/?p=23139",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/08/06/can-twitter-replace-traditional-professional-development/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 559,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 15
},
"modified": 1411761923,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By The Hechinger Report 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",
"title": "Can Twitter Replace Traditional Professional Development? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Twitter Replace Traditional Professional Development?",
"datePublished": "2012-08-06T10:34:54-07:00",
"dateModified": "2014-09-26T13:05:23-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "can-twitter-replace-traditional-professional-development",
"status": "publish",
"path": "/mindshift/23139/can-twitter-replace-traditional-professional-development",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/23139/can-twitter-replace-traditional-professional-development",
"authors": [
"4354"
],
"categories": [
"mindshift_20746",
"mindshift_195"
],
"tags": [
"mindshift_96",
"mindshift_32"
],
"featImg": "mindshift_23143",
"label": "mindshift"
},
"mindshift_22238": {
"type": "posts",
"id": "mindshift_22238",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22238",
"score": null,
"sort": [
1343746818000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1343746818,
"format": "aside",
"disqusTitle": "Project Glass: Google's Augmented Reality Experiment",
"title": "Project Glass: Google's Augmented Reality Experiment",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>We've talked about how \u003ca href=\"http://ww2.kqed.org/mindshift/tag/augmented-reality/\">augmented reality \u003c/a>can be used as a learning tool. Now see how Google's budding \u003ca href=\"https://plus.google.com/111626127367496192147/posts\">Project Glass\u003c/a> takes us a few giant leaps into the future.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>http://www.youtube.com/watch?v=9c6W4CCU9M4&feature=youtu.be\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "22238 http://blogs.kqed.org/mindshift/?p=22238",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/07/31/project-glass-googles-augmented-reality-experiment/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 45,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 3
},
"modified": 1343415728,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "We've talked about how augmented reality can be used as a learning tool. Now see how Google's budding Project Glass takes us a few giant leaps into the future. http://www.youtube.com/watch?v=9c6W4CCU9M4&feature=youtu.be",
"title": "Project Glass: Google's Augmented Reality Experiment | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Project Glass: Google's Augmented Reality Experiment",
"datePublished": "2012-07-31T08:00:18-07:00",
"dateModified": "2012-07-27T12:02:08-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "project-glass-googles-augmented-reality-experiment",
"status": "publish",
"path": "/mindshift/22238/project-glass-googles-augmented-reality-experiment",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>We've talked about how \u003ca href=\"http://ww2.kqed.org/mindshift/tag/augmented-reality/\">augmented reality \u003c/a>can be used as a learning tool. Now see how Google's budding \u003ca href=\"https://plus.google.com/111626127367496192147/posts\">Project Glass\u003c/a> takes us a few giant leaps into the future.\u003c/p>\n\u003cp> \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/9c6W4CCU9M4'\n title='//www.youtube.com/embed/9c6W4CCU9M4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22238/project-glass-googles-augmented-reality-experiment",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_335",
"mindshift_105",
"mindshift_911"
],
"featImg": "mindshift_23056",
"label": "mindshift"
},
"mindshift_22936": {
"type": "posts",
"id": "mindshift_22936",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22936",
"score": null,
"sort": [
1343314807000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1343314807,
"format": "aside",
"disqusTitle": "Seven Fun (and Cheap) Class Projects to Try with Video ",
"title": "Seven Fun (and Cheap) Class Projects to Try with Video ",
"headTitle": "MindShift | KQED News",
"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",
"disqusIdentifier": "22936 http://blogs.kqed.org/mindshift/?p=22936",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/07/26/seven-fun-and-cheap-projects-to-try-with-video/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 948,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1343328543,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Hall Davidson For educators interested in incorporating video into classroom lessons, here are seven projects to dive into. 1. TURN AN iPAD OR (OTHER MOBILE DEVICE) INTO A VIDEO MICROSCOPE. For less than $8, an iPad can be used as a 45x microscope to capture still images or videos from leaves, household objects, insects,",
"title": "Seven Fun (and Cheap) Class Projects to Try with Video | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Seven Fun (and Cheap) Class Projects to Try with Video ",
"datePublished": "2012-07-26T08:00:07-07:00",
"dateModified": "2012-07-26T11:49:03-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "seven-fun-and-cheap-projects-to-try-with-video",
"status": "publish",
"path": "/mindshift/22936/seven-fun-and-cheap-projects-to-try-with-video",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22936/seven-fun-and-cheap-projects-to-try-with-video",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_273",
"mindshift_256",
"mindshift_909"
],
"featImg": "mindshift_22949",
"label": "mindshift"
},
"mindshift_22923": {
"type": "posts",
"id": "mindshift_22923",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22923",
"score": null,
"sort": [
1343236837000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1343236837,
"format": "aside",
"disqusTitle": "Video Game Portal Enters the Classroom",
"title": "Video Game Portal Enters the Classroom",
"headTitle": "MindShift | KQED News",
"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",
"disqusIdentifier": "22923 http://blogs.kqed.org/mindshift/?p=22923",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/07/25/video-game-portal-enters-the-classroom/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 584,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1343320630,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Valve By Andrew Miller Video game company Valve is going deep into the education world with a new initiative using Steam, their free online game platform where users can download games and communicate and play with other players. The initiative is called Steam for Schools, and a free educational version is now available to teachers",
"title": "Video Game Portal Enters the Classroom | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Video Game Portal Enters the Classroom",
"datePublished": "2012-07-25T10:20:37-07:00",
"dateModified": "2012-07-26T09:37:10-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "video-game-portal-enters-the-classroom",
"status": "publish",
"path": "/mindshift/22923/video-game-portal-enters-the-classroom",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"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>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22923/video-game-portal-enters-the-classroom",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_281",
"mindshift_20902"
],
"featImg": "mindshift_22929",
"label": "mindshift"
},
"mindshift_22898": {
"type": "posts",
"id": "mindshift_22898",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22898",
"score": null,
"sort": [
1343151530000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1343151530,
"format": "aside",
"disqusTitle": "A Day in the Life of the Future (Online) College Student",
"title": "A Day in the Life of the Future (Online) College Student",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "22898 http://blogs.kqed.org/mindshift/?p=22898",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/07/24/a-day-in-the-life-of-the-future-online-college-student/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 774,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1343155620,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Thinkstock By Jill Rooney What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of U.C. Berkeley joining edX, and Coursera adding courses from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online",
"title": "A Day in the Life of the Future (Online) College Student | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "A Day in the Life of the Future (Online) College Student",
"datePublished": "2012-07-24T10:38:50-07:00",
"dateModified": "2012-07-24T11:47:00-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "a-day-in-the-life-of-the-future-online-college-student",
"status": "publish",
"path": "/mindshift/22898/a-day-in-the-life-of-the-future-online-college-student",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22906\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/a-day-in-the-life-of-the-future-online-college-student/students-friends-hanging-out-outside-3/\" rel=\"attachment wp-att-22906\">\u003cimg class=\"size-large wp-image-22906\" title=\"929147201\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/929147201-620x320.jpg\" alt=\"\" width=\"620\" height=\"320\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.onlinecolleges.net/open-academic/\">Jill Rooney\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What does the future look like for online college students? With the explosion of massive open online courses (MOOCs) -- including today's announcement of \u003ca href=\"http://chronicle.com/blogs/wiredcampus/uc-berkeley-joins-edx-effort-to-offer-free-open-courses/37969?cid=wc&utm_source=wc&utm_medium=en\">U.C. Berkeley joining edX\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?pagewanted=all\">Coursera adding courses\u003c/a> from 12 universities, including CalTech and Duke -- the one fact we can say for certain is that online higher education is here to stay.\u003c/p>\n\u003cp>These are not just big names being added together: the numbers also tell the story. More than 6 million students were taking at least one online course during the fall 2010 term, according to a Babson survey [\u003ca href=\"http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf\">PDF\u003c/a>] for the Sloan Consortium.\u003c/p>\n\u003cp>While some wonder whether this is the \u003ca href=\"http://www.forbes.com/sites/susanadams/2012/07/17/is-coursera-the-beginning-of-the-end-for-traditional-higher-education/%20\">end of traditional higher education\u003c/a>, others are considering what an average college student's life will be like in the future. In his \u003cem>Atlantic \u003c/em>article \u003ca href=\"http://www.theatlantic.com/business/archive/2012/06/selling-the-college-experience-to-students-who-take-classes-online/259154/\">Selling the College Experience to Students Who Take Classes Online\u003c/a>, Conor Friedersdorf imagines a future in which savvy colleges and universities take advantage of new technologies to expand their operations across the country through virtual branches. Theoretically, these branches would offer some physical locations, where elite colleges could “leverage a respected brand into a profitable events business.”\u003c/p>\n\u003cp>He provides a description of “Yale West,” in which students in southern California could take advantage of networking possibilities such as “the monthly cocktail hour at the Soho House in West Hollywood, the group surfing lessons offered each summer in Huntington Beach, the ongoing \u003c!--more-->lecture series, and the promise of a Culver City based student recreation center and study hall.”\u003c/p>\n\u003cp>Another such prediction Friedersdorf posits, just a couple years away:\u003c/p>\n\u003cblockquote>\u003cp>The University of California decides on a new push to integrate its distance learning students into locally based intramural sports, a Web based student newspaper, and locally based black, Latino, and LGBT supporters, for starters. Go to a soccer field in San Diego on a Saturday and you might find students enrolled at UC Davis and UC Santa Cruz, but living in Mission Beach, squaring off against one another, and later that night watching a highlight of the match that someone captured on a smart-phone and uploaded to the \u003cem>University of California Extension Learning Gazette\u003c/em>.\u003c/p>\u003c/blockquote>\n\u003cp>Such a reality might resolve one of the more frustrating contradictions of campus life for many undergraduates: being confined to campus environs narrows students' experiences to only that specific region and prescribed lifestyle. A more broadly interpreted definition of the idea of a “campus” could turn the whole world into a learning environment. A college experience rooted in online courses that take advantage of all the possibilities of program enrichment that exist within larger communities could benefit students in untold ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Opportunities to diversify course curricula are also ripe with possibilities. In many ways, the actual work of a college student will probably not change all that much: Students will certainly have to work at their computers, listen to lectures and read chapters, conduct research, write notes on material, and write papers and take exams. Regardless of what new technologies emerge, there will still be plenty of work to keep students busy.\u003c/p>\n\u003cp>But what will likely change is the experience of learning. Imagine, for example, an online art course taken by students from around the country. The professor could choose a theme, such as “Family Life as Depicted in 19\u003csup>th\u003c/sup> Century Paintings,” and students could visit their local art museums to find examples of the theme in real artworks. Students could post images of the paintings they find (with permission, of course), and share the works of local artists to the student body at large. The shared images would probably run the gamut of works by local artists to those done by the great masters, depending on the museum the student visits.\u003c/p>\n\u003cp>Certainly there would be more diversity than one would find in a standard art history text; plus this would allow students to compare many different aspects of the work, such as regional themes. Such learning experiences may not only be more engaging than listening to the standard slideshow/lecture format of most art history courses.\u003c/p>\n\u003cp>The average school day for a future college student may then be more than just consuming knowledge by sitting in front of a computer, which seems to be the most envisioned common scenario about the expansion of online higher education. As Friedersdorf pointed out in \u003cem>The Atlantic\u003c/em>, colleges in the future will likely use the flexibility of online learning to explore many different ways to expand their physical campuses across the country or even the world—and hopefully, their faculty will do that as well.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22898/a-day-in-the-life-of-the-future-online-college-student",
"authors": [
"4354"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_852",
"mindshift_908",
"mindshift_654"
],
"featImg": "mindshift_22906",
"label": "mindshift"
},
"mindshift_22704": {
"type": "posts",
"id": "mindshift_22704",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22704",
"score": null,
"sort": [
1342025258000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1342025258,
"format": "aside",
"disqusTitle": "Searching for Numbers: a Powerful Tool for Makers and Students",
"title": "Searching for Numbers: a Powerful Tool for Makers and Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_22723\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/searching-for-numbers-a-powerful-tool-for-makers-and-students/mrk-anderson-for-those-who-rock-3/\" rel=\"attachment wp-att-22723\">\u003cimg class=\"size-medium wp-image-22723\" title=\"mrk anderson for those who rock\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-300x451.png\" alt='Mark Anderson \"For those about to rock...\"' width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Mark Anderson\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent conference, professor\u003ca href=\"http://www.si.umich.edu/people/kristin-fontichiaro\"> Kristin Fontichiaro\u003c/a> described watching a seven-year-old work his way through do-it-yourself resources online. Because he was comparing concrete items (e.g., his circuit versus that in the tutorial), and not abstract concepts, the student immediately understood what was a credible resource and what was not.\u003c/p>\n\u003cp>Although the task was about building a circuit, the student was also demonstrating meaningful, informed judgments about the quality of a given source, and understanding clearly what the impact of a quality resource would be on his final project.\u003c/p>\n\u003cp>In the same way, using advanced operators when searching online can help students and makers zero in on exactly what they're searching for. For example, when a student finds a great project on one of many DIY community sites, such as making a \u003ca href=\"http://www.instructables.com/id/Flower-Power-color-changing-LED-bracelet/\">multi-color LED bracelet\u003c/a> on Instructables, and wants to see what similar ideas that specific website offers, the \u003ca href=\"instructables.com%20led%20bracelet\">site: operator\u003c/a> makes it possible.\u003c/p>\n\u003cp>Another powerful operator for making and other pursuits comes from placing two dots between two numbers.\u003c/p>\n\u003cp>Take a look at these search results for the query [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=makerfaire+2006..2010\">makerfaire 2006..2010\u003c/a>]. What are those two little dots between the numbers telling Google to do?\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cimg src=\"https://lh4.googleusercontent.com/AeoJTd7wyhylMgHgI08vBpImDROyoaLwCqK2yMGcfMH-S_ClIKYeXxdPcIz-c-ljse6a2dhwGCRHJbJmC1u5EiwvggdWkdcg6-EIXZ8FYXcWqeHbalk\" alt=\"\" width=\"608px;\" height=\"615px;\">\u003c/strong>\u003c/p>\n\u003cp>Notice the smattering of bolded numbers between 2006 and 2010?\u003c/p>\n\u003cp>Those two dots, called the number range operator, tell Google to look for any number between (and including) the two given. It's a sort of fill-in-the-blank, but for numbers, that here allows you to find pages referring to the first five years of Maker Faire.\u003c/p>\n\u003cp>In its simplest form the number range operator is helpful, but start playing with its functionality, and it becomes powerful indeed.\u003c/p>\n\u003cp>To get started, if you have a shopping need, you can use the number range operator with a dollar sign to look for items within a certain price range:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/88CMSQMSt3mPGhQOnxtKhqu-2uaJVz-eZavnVtgdJvXHSBoY22pbcWUgDwT4MtxvHjof88LgB0Trjj7SNYBI_9yy7Je-EfySvtmzgzLTLL_u3vjelPs\" alt=\"\" width=\"530px;\" height=\"637px;\">\u003c/p>\n\u003cp>The challenge of a search like [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=soldering+iron+%2450..%24100\">soldering iron $50..$100\u003c/a>] is that the words soldering iron will appear on the same page as the dollar figure you desire, but the two might not actually be associated with each other (it might be a price for something else). You can use double quotes to “glue” the number to a word that defines it.\u003c/p>\n\u003cp>For example, many young students are learning about circuitry via \u003ca href=\"http://courseweb.stthomas.edu/apthomas/SquishyCircuits/\">Squishy Circuits\u003c/a>. AnnMarie Thomas's no-solder, no-sparks approach to developing circuits uses four 1.5V batteries (6V total) to power a series of wires, LED lights, and/or motors. If a student wanted to shop for a motor for her project, Thomas suggests a “low current draw (~30mA) ... rated for about 5 volts.”\u003c/p>\n\u003cp>Now, you can look for just that kind of motor, but retain some flexibility:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/ffK3a3bJ0yceaXOzNefLNeWzY4EXN2H-lhdZrvuLPJIQxjnpPE3xwJfqlno8gcwhjDUNGx6I4nhSGJroTeqWlsQX0C4Oa4oGjsJ0t7UY54dEuF1hfW4\" alt=\"\" width=\"652px;\" height=\"760px;\">\u003c/p>\n\u003cp>Number range searches are not only useful when you have a top and bottom parameter to your range. They also work as a “greater than” search by simply leaving off the second number. For example, when a project requires a battery of more than 220 volts:\u003c/p>\n\u003cp>\u003cimg src=\"https://lh3.googleusercontent.com/FFccOSGxDsHmDxpw-Znvp6prn2g1BwMaVHzK2iqFT2qWIG8tGczygoOR2CSHenRzY5Ry5uZUa8mZRlLmFKMMFIZs1O_MSSYHqMf2q2rvNwlSAsPStWI\" alt=\"\" width=\"656px;\" height=\"531px;\">\u003c/p>\n\u003cp>One time-saving use of the number range operator is when you have a bunch of numbers for which you need information, and don’t want to do lots of different searches.\u003c/p>\n\u003cp>For example, imagine a student invented an implement for commuting cyclists and wanted to figure out in which San Francisco zip codes he should try marketing it. Generally the student would need to enter each zip code, separated by an OR: [means of transportation bicycle zip code 94100 OR 94101 OR 94102 OR 94103] and so on. That requires a lot of numbers. But look how the number range operator simplifies that search:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/i44lEJXvs--oOtg9vlvILNpaDFc8x7kcHWxrxH2QEskFreMXY4jTwGJ38X4d-vloxXQsmsz8dtee9Vw5lr9lLHh18TMEwC2nB6uf5-7nV2A3fUYHcSs\" alt=\"\" width=\"610px;\" height=\"724px;\">\u003c/p>\n\u003cp>The number range operator turns out to be useful in many unusual circumstances. One favorite use is to find online discussions with healthy amounts of commentary. As many pages with blog-like formats state how many comments have been made, a greater-than search for a minimum desired number of comments can bring back interesting results:\u003cbr>\n\u003cimg src=\"https://lh5.googleusercontent.com/y0x55ygdNz9JG-A62jc7UqsgIHen3FkkoaHCMXP5z6DTHzORTk_VZPTWQrYATOKrbuJsQsJgi_0IjFpILdJRBTjaq_yxUThfbgn1fYIe-Pds_e-iJ-8\" alt=\"\" width=\"672px;\" height=\"578px;\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How could you use number range searching to find what you need?\u003c/p>\n\n",
"disqusIdentifier": "22704 http://blogs.kqed.org/mindshift/?p=22704",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/07/11/searching-for-numbers-a-powerful-tool-for-makers-and-students/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 684,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1342025262,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "At a recent conference, professor Kristin Fontichiaro described watching a seven-year-old work his way through do-it-yourself resources online. Because he was comparing concrete items (e.g., his circuit versus that in the tutorial), and not abstract concepts, the student immediately understood what was a credible resource and what was not. Although the task was about building",
"title": "Searching for Numbers: a Powerful Tool for Makers and Students | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Searching for Numbers: a Powerful Tool for Makers and Students",
"datePublished": "2012-07-11T09:47:38-07:00",
"dateModified": "2012-07-11T09:47:42-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "searching-for-numbers-a-powerful-tool-for-makers-and-students",
"status": "publish",
"path": "/mindshift/22704/searching-for-numbers-a-powerful-tool-for-makers-and-students",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_22723\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/searching-for-numbers-a-powerful-tool-for-makers-and-students/mrk-anderson-for-those-who-rock-3/\" rel=\"attachment wp-att-22723\">\u003cimg class=\"size-medium wp-image-22723\" title=\"mrk anderson for those who rock\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/mrk-anderson-for-those-who-rock2-300x451.png\" alt='Mark Anderson \"For those about to rock...\"' width=\"300\" height=\"451\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Mark Anderson\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent conference, professor\u003ca href=\"http://www.si.umich.edu/people/kristin-fontichiaro\"> Kristin Fontichiaro\u003c/a> described watching a seven-year-old work his way through do-it-yourself resources online. Because he was comparing concrete items (e.g., his circuit versus that in the tutorial), and not abstract concepts, the student immediately understood what was a credible resource and what was not.\u003c/p>\n\u003cp>Although the task was about building a circuit, the student was also demonstrating meaningful, informed judgments about the quality of a given source, and understanding clearly what the impact of a quality resource would be on his final project.\u003c/p>\n\u003cp>In the same way, using advanced operators when searching online can help students and makers zero in on exactly what they're searching for. For example, when a student finds a great project on one of many DIY community sites, such as making a \u003ca href=\"http://www.instructables.com/id/Flower-Power-color-changing-LED-bracelet/\">multi-color LED bracelet\u003c/a> on Instructables, and wants to see what similar ideas that specific website offers, the \u003ca href=\"instructables.com%20led%20bracelet\">site: operator\u003c/a> makes it possible.\u003c/p>\n\u003cp>Another powerful operator for making and other pursuits comes from placing two dots between two numbers.\u003c/p>\n\u003cp>Take a look at these search results for the query [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=makerfaire+2006..2010\">makerfaire 2006..2010\u003c/a>]. What are those two little dots between the numbers telling Google to do?\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cimg src=\"https://lh4.googleusercontent.com/AeoJTd7wyhylMgHgI08vBpImDROyoaLwCqK2yMGcfMH-S_ClIKYeXxdPcIz-c-ljse6a2dhwGCRHJbJmC1u5EiwvggdWkdcg6-EIXZ8FYXcWqeHbalk\" alt=\"\" width=\"608px;\" height=\"615px;\">\u003c/strong>\u003c/p>\n\u003cp>Notice the smattering of bolded numbers between 2006 and 2010?\u003c/p>\n\u003cp>Those two dots, called the number range operator, tell Google to look for any number between (and including) the two given. It's a sort of fill-in-the-blank, but for numbers, that here allows you to find pages referring to the first five years of Maker Faire.\u003c/p>\n\u003cp>In its simplest form the number range operator is helpful, but start playing with its functionality, and it becomes powerful indeed.\u003c/p>\n\u003cp>To get started, if you have a shopping need, you can use the number range operator with a dollar sign to look for items within a certain price range:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/88CMSQMSt3mPGhQOnxtKhqu-2uaJVz-eZavnVtgdJvXHSBoY22pbcWUgDwT4MtxvHjof88LgB0Trjj7SNYBI_9yy7Je-EfySvtmzgzLTLL_u3vjelPs\" alt=\"\" width=\"530px;\" height=\"637px;\">\u003c/p>\n\u003cp>The challenge of a search like [\u003ca href=\"https://www.google.com/search?sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=soldering+iron+%2450..%24100\">soldering iron $50..$100\u003c/a>] is that the words soldering iron will appear on the same page as the dollar figure you desire, but the two might not actually be associated with each other (it might be a price for something else). You can use double quotes to “glue” the number to a word that defines it.\u003c/p>\n\u003cp>For example, many young students are learning about circuitry via \u003ca href=\"http://courseweb.stthomas.edu/apthomas/SquishyCircuits/\">Squishy Circuits\u003c/a>. AnnMarie Thomas's no-solder, no-sparks approach to developing circuits uses four 1.5V batteries (6V total) to power a series of wires, LED lights, and/or motors. If a student wanted to shop for a motor for her project, Thomas suggests a “low current draw (~30mA) ... rated for about 5 volts.”\u003c/p>\n\u003cp>Now, you can look for just that kind of motor, but retain some flexibility:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/ffK3a3bJ0yceaXOzNefLNeWzY4EXN2H-lhdZrvuLPJIQxjnpPE3xwJfqlno8gcwhjDUNGx6I4nhSGJroTeqWlsQX0C4Oa4oGjsJ0t7UY54dEuF1hfW4\" alt=\"\" width=\"652px;\" height=\"760px;\">\u003c/p>\n\u003cp>Number range searches are not only useful when you have a top and bottom parameter to your range. They also work as a “greater than” search by simply leaving off the second number. For example, when a project requires a battery of more than 220 volts:\u003c/p>\n\u003cp>\u003cimg src=\"https://lh3.googleusercontent.com/FFccOSGxDsHmDxpw-Znvp6prn2g1BwMaVHzK2iqFT2qWIG8tGczygoOR2CSHenRzY5Ry5uZUa8mZRlLmFKMMFIZs1O_MSSYHqMf2q2rvNwlSAsPStWI\" alt=\"\" width=\"656px;\" height=\"531px;\">\u003c/p>\n\u003cp>One time-saving use of the number range operator is when you have a bunch of numbers for which you need information, and don’t want to do lots of different searches.\u003c/p>\n\u003cp>For example, imagine a student invented an implement for commuting cyclists and wanted to figure out in which San Francisco zip codes he should try marketing it. Generally the student would need to enter each zip code, separated by an OR: [means of transportation bicycle zip code 94100 OR 94101 OR 94102 OR 94103] and so on. That requires a lot of numbers. But look how the number range operator simplifies that search:\u003cbr>\n\u003cimg src=\"https://lh3.googleusercontent.com/i44lEJXvs--oOtg9vlvILNpaDFc8x7kcHWxrxH2QEskFreMXY4jTwGJ38X4d-vloxXQsmsz8dtee9Vw5lr9lLHh18TMEwC2nB6uf5-7nV2A3fUYHcSs\" alt=\"\" width=\"610px;\" height=\"724px;\">\u003c/p>\n\u003cp>The number range operator turns out to be useful in many unusual circumstances. One favorite use is to find online discussions with healthy amounts of commentary. As many pages with blog-like formats state how many comments have been made, a greater-than search for a minimum desired number of comments can bring back interesting results:\u003cbr>\n\u003cimg src=\"https://lh5.googleusercontent.com/y0x55ygdNz9JG-A62jc7UqsgIHen3FkkoaHCMXP5z6DTHzORTk_VZPTWQrYATOKrbuJsQsJgi_0IjFpILdJRBTjaq_yxUThfbgn1fYIe-Pds_e-iJ-8\" alt=\"\" width=\"672px;\" height=\"578px;\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How could you use number range searching to find what you need?\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22704/searching-for-numbers-a-powerful-tool-for-makers-and-students",
"authors": [
"4359"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_903"
],
"featImg": "mindshift_22723",
"label": "mindshift"
},
"mindshift_22669": {
"type": "posts",
"id": "mindshift_22669",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "22669",
"score": null,
"sort": [
1341932416000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1341932416,
"format": "aside",
"disqusTitle": "What it Takes to Launch a Mobile Learning Program in Schools",
"title": "What it Takes to Launch a Mobile Learning Program in Schools",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_22680\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-22680\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As mobile learning programs become more ubiquitous, international attention is focusing on how different countries integrate mobile devices into formal schooling. Last month, United Nations Education, Scientific and Cultural Organization (UNESCO) released a comprehensive report called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO Working Paper Series on Mobile Learning \u003c/a>on the state of mobile learning around the world.\u003c/p>\n\u003cp>The report breaks down usage and policies in different areas, including North America, and part of the research focuses on \"Essential Conditions for Mobile Learning.\" In this section of the report, researchers present five key conditions that must exist for a mobile learning initiative to succeed: visionary leadership and commitment, robust technology capacity, professional development, scalability, and policies that promote and support the initiative. Excerpted from the report:\u003c/p>\n\u003cp>\u003cstrong>1. VISIONARY LEADERSHIP AND COMMITMENT\u003c/strong>\u003c/p>\n\u003cp>Leadership and vision are central to the development of school reform efforts and mobile learning initiatives. Pioneering schools and districts with robust mobile learning programs often have strong, visionary leaders who promote and oversee the projects. While many national, state and provincial, and local policies have encouraged mobile learning, efforts to implement mobile learning programs are typically spearheaded by a school leader – often a principal, technology coordinator, district superintendent or university faculty member.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Teachers must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions.\u003c/p>\n\u003c/aside>\n\u003cp>The project leader must cultivate a unified vision across the school or district, drawing in leaders from the curriculum and instruction, assessment, and technology departments. According to Lenny Schad, chief information officer for \u003ca href=\"http://www.katyisd.org/technology/Pages/Schad.aspx\">Katy Independent School District in Texas\u003c/a>, it is critical that \u003c!--more-->everyone involved in implementing the program has a clear understanding of the goals, intended outcomes, and expected benefits and risks. A mobile learning initiative should not be promoted as a technology initiative; rather, in order to win the broad support necessary for successful implementation, it should be positioned as an education initiative tied to clearly identifiable curricular goals. The education technology department must work closely with the curriculum and instruction department to ensure that their efforts and objectives are aligned. Part of the implementation must include adequate IT support, broadband access and teacher training.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>\u003cstrong>2. ROBUST TECHNOLOGY CAPACITY\u003c/strong>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A successful mobile learning initiative requires a thorough analysis of the capacity of the existing technological infrastructure, with careful consideration and planning for the demands of the new program, including broadband access, hardware and software, and technical support. This analysis should include projections of demand and a review of recommendations for broadband requirements based on the number of users and bandwidth needs.\u003c/p>\n\u003cp>Ideally, wireless connectivity should be available throughout a school campus to maximize the potential of mobile learning. The increase in usage will require additional data storage, possibly off-site. Security and privacy must also be considered. Internet filters will need to comply with the district’s acceptable use policies as well as \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a> requirements in the United States. US institutions also must adhere to the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>), which regulates the online collection of personal data from children younger than 13 years of age.\u003c/p>\n\u003cp>\u003cstrong>3. PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Many teachers will need training to successfully incorporate mobile learning into their pedagogical repertoire. Sharon Robinson, president and CEO of the \u003ca href=\"http://aacte.org/\">American Association of Colleges for Teacher Education\u003c/a>, said that most colleges and universities in the United States and Canada do not train teachers to integrate mobile learning into their instruction, and teachers have not typically had professional development opportunities specific to mobile learning.\u003c/p>\n\u003cp>First and foremost, teachers must have a basic understanding of the devices and their features. More importantly, though, they must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions. A common pitfall in incorporating new technology into education is over-reliance on the technology itself to produce results. [Mobile learning researchers] \u003ca href=\"http://radar.oreilly.com/marieb/\">Marie Bjerede\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/chris-dede/\">Chris Dede\u003c/a>, for instance, found that podcasting in and of itself had little effect on teaching and learning. When played in the classroom, podcasts are just high-tech versions of age-old instructional practices of \"teaching by telling, learning by listening,\" previously accomplished with educational radio and portable tape recorders.\u003c/p>\n\u003cp>Researchers and education leaders say that improvements in student outcomes are more likely to occur if mobile learning initiatives lead to fundamental changes in instructional strategies. For example, in \u003ca href=\"http://www.svusd.k12.ca.us/\">Saddleback Valley Unified School District\u003c/a> in California, teachers participated in extensive professional development, including guidance on developing digital content and resources. Rather than trying to fit the new devices into the same instructional strategies, educators should be thinking critically about how they will deliver instruction differently using the opportunities afforded by mobile technologies. Professional development is key to helping teachers make the paradigm shift necessary to effectively integrate mobile devices into instruction.\u003c/p>\n\u003cdiv id=\"attachment_22675\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102.jpg\">\u003cimg class=\"size-medium wp-image-22675\" title=\"11_1.21_Ipad_Algebra_0102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Some educators stress the importance and potential of professional development that is available on demand and provides an individualized response to a teacher’s immediate needs. To fill gaps in professional development on mobile learning, some teachers have created or joined communities of practice or professional learning communities (PLCs). Teachers in PLCs meet regularly, either in person or online, to exchange ideas, share successes and discuss challenges they may be facing in the classroom. Within this collaborative structure, teachers can examine and improve their professional practice at a more flexible pace and with more opportunities for individualized support than is typically offered by traditional professional development programs.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>4. SCALABILITY\u003c/strong>\u003c/p>\n\u003cp>Nearly every project leader of the mobile learning initiatives included in this review strongly encouraged a \"start small, think big\" mentality. Because mobile learning is still an emerging field, any new mobile learning program will likely encounter setbacks, and small-scale implementation can decrease risk and hasten recovery. For example, the pilot program at \u003ca href=\"http://www.canby.k12.or.us/\">Canby School District\u003c/a> in Oregon began with a few classrooms and then expanded on the basis of those experiences. Saddleback Valley Unified School District, \u003ca href=\"http://www.rockdaleisd.net\">Rockdale ISD\u003c/a> and Katy ISD all built on the success of their pilot programs, often by increasing the number of students provided with mobile devices or adding a BYOT [bring your own technology] component in the upper grades.\u003c/p>\n\u003cp>Kyle Menchhofer, technology coordinator of \u003ca href=\"http://sm.k12.oh.us\">St. Mary’s School in Ohio\u003c/a>, said the school started its pilot program with five fifth-grade classrooms. In the second year, 29 teachers joined the project, with 630 mobile learning devices deployed in Grades 3 through 6. In the fourth year, because of the program’s great success, St. Mary’s implemented a BYOT pilot program in Grades 6 through 12. Although initial implementation might be small in scale, technology capacity should be addressed at the outset in preparation for large-scale implementation at a later date.\u003c/p>\n\u003cp>\u003cstrong>5. POLICIES THAT PROMOTE AND SUPPORT THE INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>To support their mobile learning initiatives, many of the schools and districts surveyed for this paper eliminated policies that prohibited students from bringing mobile technologies to school and changed the wording in rules and guidance documents from \"acceptable use\" to \"responsible use.\" The latter change reflects a shift in the institutional mindset: rather than simply policing mobile phone use, schools are moving toward making students responsible for their behavior with regard to mobile technology.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">How to Use Mobile Phones for Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in the Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003cp>Successful implementation of a mobile learning initiative requires a thorough review of the school or district AUP to ensure that it reflects an updated philosophical perspective on the use of mobile devices on campus. The AUP should not be too restrictive with regard to the specific kinds of technology allowed, and the language should be more inclusive than exclusive. A number of organizations are working to help schools update their rules and policies to make room for flexible mobile learning programs and to better account for new and rapidly changing educational technologies. CoSN, with funding from a John D. and Catherine T. MacArthur Foundation grant, recently released a document that provides guidance to school leaders looking to revise AUPs.\u003c/p>\n\u003cp>\u003cem>Read \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO's report in full\u003c/a> by downloading the \u003ca href=\"unesdoc.unesco.org/images/0021/002160/216083e.pdf\">PDF here\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
"disqusIdentifier": "22669 http://blogs.kqed.org/mindshift/?p=22669",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/07/10/what-it-takes-to-launch-a-mobile-learning-program-in-schools/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1386,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 23
},
"modified": 1342804564,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Erin Scott As mobile learning programs become more ubiquitous, international attention is focusing on how different countries integrate mobile devices into formal schooling. Last month, United Nations Education, Scientific and Cultural Organization (UNESCO) released a comprehensive report called UNESCO Working Paper Series on Mobile Learning on the state of mobile learning around the world. The",
"title": "What it Takes to Launch a Mobile Learning Program in Schools | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What it Takes to Launch a Mobile Learning Program in Schools",
"datePublished": "2012-07-10T08:00:16-07:00",
"dateModified": "2012-07-20T10:16:04-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-it-takes-to-launch-a-mobile-learning-program-in-schools",
"status": "publish",
"path": "/mindshift/22669/what-it-takes-to-launch-a-mobile-learning-program-in-schools",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_22680\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-22680\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As mobile learning programs become more ubiquitous, international attention is focusing on how different countries integrate mobile devices into formal schooling. Last month, United Nations Education, Scientific and Cultural Organization (UNESCO) released a comprehensive report called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO Working Paper Series on Mobile Learning \u003c/a>on the state of mobile learning around the world.\u003c/p>\n\u003cp>The report breaks down usage and policies in different areas, including North America, and part of the research focuses on \"Essential Conditions for Mobile Learning.\" In this section of the report, researchers present five key conditions that must exist for a mobile learning initiative to succeed: visionary leadership and commitment, robust technology capacity, professional development, scalability, and policies that promote and support the initiative. Excerpted from the report:\u003c/p>\n\u003cp>\u003cstrong>1. VISIONARY LEADERSHIP AND COMMITMENT\u003c/strong>\u003c/p>\n\u003cp>Leadership and vision are central to the development of school reform efforts and mobile learning initiatives. Pioneering schools and districts with robust mobile learning programs often have strong, visionary leaders who promote and oversee the projects. While many national, state and provincial, and local policies have encouraged mobile learning, efforts to implement mobile learning programs are typically spearheaded by a school leader – often a principal, technology coordinator, district superintendent or university faculty member.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Teachers must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions.\u003c/p>\n\u003c/aside>\n\u003cp>The project leader must cultivate a unified vision across the school or district, drawing in leaders from the curriculum and instruction, assessment, and technology departments. According to Lenny Schad, chief information officer for \u003ca href=\"http://www.katyisd.org/technology/Pages/Schad.aspx\">Katy Independent School District in Texas\u003c/a>, it is critical that \u003c!--more-->everyone involved in implementing the program has a clear understanding of the goals, intended outcomes, and expected benefits and risks. A mobile learning initiative should not be promoted as a technology initiative; rather, in order to win the broad support necessary for successful implementation, it should be positioned as an education initiative tied to clearly identifiable curricular goals. The education technology department must work closely with the curriculum and instruction department to ensure that their efforts and objectives are aligned. Part of the implementation must include adequate IT support, broadband access and teacher training.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>\u003cstrong>2. ROBUST TECHNOLOGY CAPACITY\u003c/strong>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cp>A successful mobile learning initiative requires a thorough analysis of the capacity of the existing technological infrastructure, with careful consideration and planning for the demands of the new program, including broadband access, hardware and software, and technical support. This analysis should include projections of demand and a review of recommendations for broadband requirements based on the number of users and bandwidth needs.\u003c/p>\n\u003cp>Ideally, wireless connectivity should be available throughout a school campus to maximize the potential of mobile learning. The increase in usage will require additional data storage, possibly off-site. Security and privacy must also be considered. Internet filters will need to comply with the district’s acceptable use policies as well as \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a> requirements in the United States. US institutions also must adhere to the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>), which regulates the online collection of personal data from children younger than 13 years of age.\u003c/p>\n\u003cp>\u003cstrong>3. PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Many teachers will need training to successfully incorporate mobile learning into their pedagogical repertoire. Sharon Robinson, president and CEO of the \u003ca href=\"http://aacte.org/\">American Association of Colleges for Teacher Education\u003c/a>, said that most colleges and universities in the United States and Canada do not train teachers to integrate mobile learning into their instruction, and teachers have not typically had professional development opportunities specific to mobile learning.\u003c/p>\n\u003cp>First and foremost, teachers must have a basic understanding of the devices and their features. More importantly, though, they must learn how to use mobile technologies to change teaching and learning, so that they are doing more than just replacing print resources with digital versions. A common pitfall in incorporating new technology into education is over-reliance on the technology itself to produce results. [Mobile learning researchers] \u003ca href=\"http://radar.oreilly.com/marieb/\">Marie Bjerede\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/chris-dede/\">Chris Dede\u003c/a>, for instance, found that podcasting in and of itself had little effect on teaching and learning. When played in the classroom, podcasts are just high-tech versions of age-old instructional practices of \"teaching by telling, learning by listening,\" previously accomplished with educational radio and portable tape recorders.\u003c/p>\n\u003cp>Researchers and education leaders say that improvements in student outcomes are more likely to occur if mobile learning initiatives lead to fundamental changes in instructional strategies. For example, in \u003ca href=\"http://www.svusd.k12.ca.us/\">Saddleback Valley Unified School District\u003c/a> in California, teachers participated in extensive professional development, including guidance on developing digital content and resources. Rather than trying to fit the new devices into the same instructional strategies, educators should be thinking critically about how they will deliver instruction differently using the opportunities afforded by mobile technologies. Professional development is key to helping teachers make the paradigm shift necessary to effectively integrate mobile devices into instruction.\u003c/p>\n\u003cdiv id=\"attachment_22675\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102.jpg\">\u003cimg class=\"size-medium wp-image-22675\" title=\"11_1.21_Ipad_Algebra_0102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/11_1.21_Ipad_Algebra_0102-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Some educators stress the importance and potential of professional development that is available on demand and provides an individualized response to a teacher’s immediate needs. To fill gaps in professional development on mobile learning, some teachers have created or joined communities of practice or professional learning communities (PLCs). Teachers in PLCs meet regularly, either in person or online, to exchange ideas, share successes and discuss challenges they may be facing in the classroom. Within this collaborative structure, teachers can examine and improve their professional practice at a more flexible pace and with more opportunities for individualized support than is typically offered by traditional professional development programs.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>4. SCALABILITY\u003c/strong>\u003c/p>\n\u003cp>Nearly every project leader of the mobile learning initiatives included in this review strongly encouraged a \"start small, think big\" mentality. Because mobile learning is still an emerging field, any new mobile learning program will likely encounter setbacks, and small-scale implementation can decrease risk and hasten recovery. For example, the pilot program at \u003ca href=\"http://www.canby.k12.or.us/\">Canby School District\u003c/a> in Oregon began with a few classrooms and then expanded on the basis of those experiences. Saddleback Valley Unified School District, \u003ca href=\"http://www.rockdaleisd.net\">Rockdale ISD\u003c/a> and Katy ISD all built on the success of their pilot programs, often by increasing the number of students provided with mobile devices or adding a BYOT [bring your own technology] component in the upper grades.\u003c/p>\n\u003cp>Kyle Menchhofer, technology coordinator of \u003ca href=\"http://sm.k12.oh.us\">St. Mary’s School in Ohio\u003c/a>, said the school started its pilot program with five fifth-grade classrooms. In the second year, 29 teachers joined the project, with 630 mobile learning devices deployed in Grades 3 through 6. In the fourth year, because of the program’s great success, St. Mary’s implemented a BYOT pilot program in Grades 6 through 12. Although initial implementation might be small in scale, technology capacity should be addressed at the outset in preparation for large-scale implementation at a later date.\u003c/p>\n\u003cp>\u003cstrong>5. POLICIES THAT PROMOTE AND SUPPORT THE INITIATIVE\u003c/strong>\u003c/p>\n\u003cp>To support their mobile learning initiatives, many of the schools and districts surveyed for this paper eliminated policies that prohibited students from bringing mobile technologies to school and changed the wording in rules and guidance documents from \"acceptable use\" to \"responsible use.\" The latter change reflects a shift in the institutional mindset: rather than simply policing mobile phone use, schools are moving toward making students responsible for their behavior with regard to mobile technology.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">How to Use Mobile Phones for Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in the Class\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cdiv>\n\u003cp> \u003c/p>\n\u003cp>Successful implementation of a mobile learning initiative requires a thorough review of the school or district AUP to ensure that it reflects an updated philosophical perspective on the use of mobile devices on campus. The AUP should not be too restrictive with regard to the specific kinds of technology allowed, and the language should be more inclusive than exclusive. A number of organizations are working to help schools update their rules and policies to make room for flexible mobile learning programs and to better account for new and rapidly changing educational technologies. CoSN, with funding from a John D. and Catherine T. MacArthur Foundation grant, recently released a document that provides guidance to school leaders looking to revise AUPs.\u003c/p>\n\u003cp>\u003cem>Read \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/mobile-learning-resources/unescomobilelearningseries/\">UNESCO's report in full\u003c/a> by downloading the \u003ca href=\"unesdoc.unesco.org/images/0021/002160/216083e.pdf\">PDF here\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/22669/what-it-takes-to-launch-a-mobile-learning-program-in-schools",
"authors": [
"4354"
],
"categories": [
"mindshift_192",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_187",
"mindshift_902"
],
"featImg": "mindshift_22680",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"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",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=digital-tools": {
"isFetching": false,
"latestQuery": {
"from": 420,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 744,
"relation": "eq"
},
"items": [
"mindshift_23220",
"mindshift_22741",
"mindshift_23309",
"mindshift_23285",
"mindshift_23193",
"mindshift_23139",
"mindshift_22238",
"mindshift_22936",
"mindshift_22923",
"mindshift_22898",
"mindshift_22704",
"mindshift_22669"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_digital-tools": {
"isLoading": true
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_282": {
"type": "terms",
"id": "mindshift_282",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "282",
"found": true
},
"relationships": {},
"featImg": null,
"name": "game design",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "game design Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 283,
"slug": "game-design",
"isLoading": false,
"link": "/mindshift/tag/game-design"
},
"mindshift_548": {
"type": "terms",
"id": "mindshift_548",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "548",
"found": true
},
"relationships": {},
"featImg": null,
"name": "game-based learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "game-based learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 551,
"slug": "game-based-learning",
"isLoading": false,
"link": "/mindshift/tag/game-based-learning"
},
"mindshift_20902": {
"type": "terms",
"id": "mindshift_20902",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20902",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Games",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Games Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 67,
"slug": "games",
"isLoading": false,
"link": "/mindshift/tag/games"
},
"mindshift_485": {
"type": "terms",
"id": "mindshift_485",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "485",
"found": true
},
"relationships": {},
"featImg": null,
"name": "adaptive",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "adaptive Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 487,
"slug": "adaptive",
"isLoading": false,
"link": "/mindshift/tag/adaptive"
},
"mindshift_921": {
"type": "terms",
"id": "mindshift_921",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "921",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Alleyoop",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Alleyoop Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 925,
"slug": "alleyoop",
"isLoading": false,
"link": "/mindshift/tag/alleyoop"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_47": {
"type": "terms",
"id": "mindshift_47",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "47",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEM",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEM Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 47,
"slug": "stem",
"isLoading": false,
"link": "/mindshift/tag/stem"
},
"mindshift_918": {
"type": "terms",
"id": "mindshift_918",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "918",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 922,
"slug": "digital-writing",
"isLoading": false,
"link": "/mindshift/tag/digital-writing"
},
"mindshift_917": {
"type": "terms",
"id": "mindshift_917",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "917",
"found": true
},
"relationships": {},
"featImg": null,
"name": "texting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "texting Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 921,
"slug": "texting",
"isLoading": false,
"link": "/mindshift/tag/texting"
},
"mindshift_851": {
"type": "terms",
"id": "mindshift_851",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "851",
"found": true
},
"relationships": {},
"featImg": null,
"name": "writing",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "writing Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 854,
"slug": "writing",
"isLoading": false,
"link": "/mindshift/tag/writing"
},
"mindshift_916": {
"type": "terms",
"id": "mindshift_916",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "916",
"found": true
},
"relationships": {},
"featImg": null,
"name": "rap",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "rap Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 920,
"slug": "rap",
"isLoading": false,
"link": "/mindshift/tag/rap"
},
"mindshift_56": {
"type": "terms",
"id": "mindshift_56",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "56",
"found": true
},
"relationships": {},
"featImg": null,
"name": "YouTube",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "YouTube Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 56,
"slug": "youtube",
"isLoading": false,
"link": "/mindshift/tag/youtube"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_915": {
"type": "terms",
"id": "mindshift_915",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "915",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Bookshare",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Bookshare Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 919,
"slug": "bookshare",
"isLoading": false,
"link": "/mindshift/tag/bookshare"
},
"mindshift_160": {
"type": "terms",
"id": "mindshift_160",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "160",
"found": true
},
"relationships": {},
"featImg": null,
"name": "dyslexia",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "dyslexia Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 160,
"slug": "dyslexia",
"isLoading": false,
"link": "/mindshift/tag/dyslexia"
},
"mindshift_914": {
"type": "terms",
"id": "mindshift_914",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "914",
"found": true
},
"relationships": {},
"featImg": null,
"name": "visually impaired",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "visually impaired Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 918,
"slug": "visually-impaired",
"isLoading": false,
"link": "/mindshift/tag/visually-impaired"
},
"mindshift_20746": {
"type": "terms",
"id": "mindshift_20746",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20746",
"found": true
},
"relationships": {},
"featImg": null,
"name": "CONNECTED EDUCATORS",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "CONNECTED EDUCATORS Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 20023,
"slug": "connected-educators",
"isLoading": false,
"link": "/mindshift/category/connected-educators"
},
"mindshift_96": {
"type": "terms",
"id": "mindshift_96",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "96",
"found": true
},
"relationships": {},
"featImg": null,
"name": "professional development",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "professional development Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 96,
"slug": "professional-development",
"isLoading": false,
"link": "/mindshift/tag/professional-development"
},
"mindshift_32": {
"type": "terms",
"id": "mindshift_32",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "32",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Twitter",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Twitter Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 32,
"slug": "twitter",
"isLoading": false,
"link": "/mindshift/tag/twitter"
},
"mindshift_335": {
"type": "terms",
"id": "mindshift_335",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "335",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Augmented Reality",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Augmented Reality Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 336,
"slug": "augmented-reality",
"isLoading": false,
"link": "/mindshift/tag/augmented-reality"
},
"mindshift_105": {
"type": "terms",
"id": "mindshift_105",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "105",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Google",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Google Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 105,
"slug": "google",
"isLoading": false,
"link": "/mindshift/tag/google"
},
"mindshift_911": {
"type": "terms",
"id": "mindshift_911",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "911",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Project Glass",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Project Glass Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 915,
"slug": "project-glass",
"isLoading": false,
"link": "/mindshift/tag/project-glass"
},
"mindshift_273": {
"type": "terms",
"id": "mindshift_273",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "273",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital media Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 274,
"slug": "digital-media",
"isLoading": false,
"link": "/mindshift/tag/digital-media"
},
"mindshift_256": {
"type": "terms",
"id": "mindshift_256",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "256",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Project Based Learning",
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Educators use Project Based Learning to allow students to make projects as they learn certain subjects.",
"title": "Project Based Learning Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 256,
"slug": "project-based-learning",
"isLoading": false,
"link": "/mindshift/tag/project-based-learning"
},
"mindshift_909": {
"type": "terms",
"id": "mindshift_909",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "909",
"found": true
},
"relationships": {},
"featImg": null,
"name": "video projects",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "video projects Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 913,
"slug": "video-projects",
"isLoading": false,
"link": "/mindshift/tag/video-projects"
},
"mindshift_281": {
"type": "terms",
"id": "mindshift_281",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "281",
"found": true
},
"relationships": {},
"featImg": null,
"name": "computer games",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "computer games Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 282,
"slug": "computer-games",
"isLoading": false,
"link": "/mindshift/tag/computer-games"
},
"mindshift_852": {
"type": "terms",
"id": "mindshift_852",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "852",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Coursera",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Coursera Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 855,
"slug": "coursera",
"isLoading": false,
"link": "/mindshift/tag/coursera"
},
"mindshift_908": {
"type": "terms",
"id": "mindshift_908",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "908",
"found": true
},
"relationships": {},
"featImg": null,
"name": "edX",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "edX Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 912,
"slug": "edx",
"isLoading": false,
"link": "/mindshift/tag/edx"
},
"mindshift_654": {
"type": "terms",
"id": "mindshift_654",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "654",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MOOC",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MOOC Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 657,
"slug": "mooc",
"isLoading": false,
"link": "/mindshift/tag/mooc"
},
"mindshift_903": {
"type": "terms",
"id": "mindshift_903",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "903",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Number Range Search",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Number Range Search Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 907,
"slug": "number-range-search",
"isLoading": false,
"link": "/mindshift/tag/number-range-search"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_187": {
"type": "terms",
"id": "mindshift_187",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "187",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mobile Learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mobile Learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 187,
"slug": "mobile-learning",
"isLoading": false,
"link": "/mindshift/tag/mobile-learning"
},
"mindshift_902": {
"type": "terms",
"id": "mindshift_902",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "902",
"found": true
},
"relationships": {},
"featImg": null,
"name": "UNESCO",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "UNESCO Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 906,
"slug": "unesco",
"isLoading": false,
"link": "/mindshift/tag/unesco"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
