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"content": "\u003cfigure id=\"attachment_27976\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27976\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/photo-620x429.jpg\" alt=\"Udacity office in Silicon Valley, ground zero for MOOCs.\" width=\"620\" height=\"429\">\u003cfigcaption class=\"wp-caption-text\">Udacity office in Silicon Valley, ground zero for MOOCs.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Less than 10 percent of MOOC students, on average, complete a course. That's the conclusion of Katy Jordan of Open University, who published her \u003ca href=\"http://moocmoocher.wordpress.com/\">analysis, pulled together\u003c/a> from available data of some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massively Open Online Courses\u003c/a>, or MOOCs.\u003c/p>\n\u003cp>But do completion rates matter?\u003c/p>\n\u003cp>It's not that course completion rates don't inform observers about the nature of MOOCs, said \u003ca href=\"http://www.innosightinstitute.org/who-we-are/staff/michelle-rhee-weise/\">Michelle Rhee-Weise\u003c/a>, who follows higher-ed developments in online and blended learning as an education senior research fellow for the \u003ca href=\"http://www.innosightinstitute.org/\">Clayton Christensen Institute for Disruptive Innovation \u003c/a>(formerly Innosight Institute). But with no negative academic consequences from dropping out, that information is less about the effectiveness of the courses themselves, and more about the reasons people might be enrolling, she said.\u003c/p>\n\u003cp>Among those reasons:\u003c/p>\n\u003col>\n\u003cli>1. Just because MOOCs give free access to higher education courses doesn't mean their work is being ignored by the for-profit sector of an online learning industry estimated to be worth hundreds of millions of dollars, Rhee-Weise said. That can make MOOCs a fruitful observation ground for those who are looking for ideas to infuse into their own online learning efforts.\u003c/li>\n\u003cli>2. “If you just think about the openness of these platforms, there are people who just want to see what's going on, see how others teach the same subjects they do, as well as competitors who might want to steal some ideas and use them in their own platforms,” said Rhee-Weise, who said she has enrolled in a handful of MOOCs for research purposes without intentions of completing them.\u003c/li>\n\u003cli>3. There is a range of data that shows students enrolled in MOOCs and in other online post-secondary courses skew far older than the traditional on-campus college student. In online degree programs, that phenomenon often relates to professionals looking to change \u003c!--more-->careers, get promoted within their current one with the attainment of an additional degree, or merely weave new skills into their work.\u003c/li>\n\u003cli>4. While MOOCs can't offer the promise of automatic promotion that degree programs can provide, they can offer a much lower-risk path to new workplace skills. Some students might lift specific skills out of courses without following through to completion. Meanwhile, Rhee-Weise questioned whether those who were completing MOOCs had been given any direct career incentive.\u003c/li>\n\u003cli>5. “Are they boosting their CV? Are they changing their career track?” Rhee-Weise said. “I would love to know how this is tracking and helping in some way with employment. … It seems like a way in which we could blur the gap between unemployed college graduates and unfilled employment opportunities.”\u003c/li>\n\u003cli>6. Low completion rates may actually point to students enrolling because they recognize the unusual opportunity afforded by MOOCs. Whereas students in traditional college courses likely wouldn't enroll in a course they knew they might fail to complete if they were paying full tuition, the lack of those concerns could stir some to enroll before they consider the full demands of a course.\u003c/li>\n\u003cli>7. And even with severe student dropoffs, the idea of MOOCs serving a wider swath of students than traditional college courses is still authentic, Rhee-Weise said. A small fraction of a courseload of 10,000-30,000 students completing a course still boasts more students than even a large lecture hall on a college campus.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>MORE ON THE ANALYSIS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The analysis, which Jordan has continued to update since initially posting it in the middle of February, currently considers the \u003ca href=\"http://www.katyjordan.com/MOOCproject.html\">enrollment and completion rate data\u003c/a> of 24 MOOCs in all, including 20 offered from different universities over the \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> platform. Twelve universities are represented, with individual course enrollments ranging from 10,000 to 180,000. Courses are color-coded on a scatter plot, based on whether they are scored automatically, by peer grading, or a combination of both.\u003c/p>\n\u003cp>Courses with automatic scoring tended to have somewhat higher completion ratings than courses with peer grading. There was very little correlation, however between the number of students enrolled and the completion rate, nor between the duration of the course and the completion rate. A typical course enrollment is roughly 50,000 students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF MOOCs?\u003c/strong>\u003c/p>\n\u003cp>While Rhee-Weise said she didn't believe MOOCs should be evaluated based mainly on course completion rates, she did express some overarching doubt about whether MOOCs were really a revolutionary change in higher education, as some creators intended.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I'm not totally convinced yet that MOOCs will necessarily be completely disruptive to higher education,” said Rhee-Weise of the Innosight Institute, an organization founded upon forwarding the principal of \u003ca href=\"http://www.claytonchristensen.com/key-concepts/\">disruptive innovation\u003c/a> in education and healthcare. “I think in general we think they have the hallmarks of disruption. But what's interesting is these are all emerging from the [universities] themselves, and when we have seen disruptors have success, they've come out of autonomous units” outside the formal education system.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27976\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27976\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/photo-620x429.jpg\" alt=\"Udacity office in Silicon Valley, ground zero for MOOCs.\" width=\"620\" height=\"429\">\u003cfigcaption class=\"wp-caption-text\">Udacity office in Silicon Valley, ground zero for MOOCs.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Less than 10 percent of MOOC students, on average, complete a course. That's the conclusion of Katy Jordan of Open University, who published her \u003ca href=\"http://moocmoocher.wordpress.com/\">analysis, pulled together\u003c/a> from available data of some \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-you-need-to-know-about-moocs/\">Massively Open Online Courses\u003c/a>, or MOOCs.\u003c/p>\n\u003cp>But do completion rates matter?\u003c/p>\n\u003cp>It's not that course completion rates don't inform observers about the nature of MOOCs, said \u003ca href=\"http://www.innosightinstitute.org/who-we-are/staff/michelle-rhee-weise/\">Michelle Rhee-Weise\u003c/a>, who follows higher-ed developments in online and blended learning as an education senior research fellow for the \u003ca href=\"http://www.innosightinstitute.org/\">Clayton Christensen Institute for Disruptive Innovation \u003c/a>(formerly Innosight Institute). But with no negative academic consequences from dropping out, that information is less about the effectiveness of the courses themselves, and more about the reasons people might be enrolling, she said.\u003c/p>\n\u003cp>Among those reasons:\u003c/p>\n\u003col>\n\u003cli>1. Just because MOOCs give free access to higher education courses doesn't mean their work is being ignored by the for-profit sector of an online learning industry estimated to be worth hundreds of millions of dollars, Rhee-Weise said. That can make MOOCs a fruitful observation ground for those who are looking for ideas to infuse into their own online learning efforts.\u003c/li>\n\u003cli>2. “If you just think about the openness of these platforms, there are people who just want to see what's going on, see how others teach the same subjects they do, as well as competitors who might want to steal some ideas and use them in their own platforms,” said Rhee-Weise, who said she has enrolled in a handful of MOOCs for research purposes without intentions of completing them.\u003c/li>\n\u003cli>3. There is a range of data that shows students enrolled in MOOCs and in other online post-secondary courses skew far older than the traditional on-campus college student. In online degree programs, that phenomenon often relates to professionals looking to change \u003c!--more-->careers, get promoted within their current one with the attainment of an additional degree, or merely weave new skills into their work.\u003c/li>\n\u003cli>4. While MOOCs can't offer the promise of automatic promotion that degree programs can provide, they can offer a much lower-risk path to new workplace skills. Some students might lift specific skills out of courses without following through to completion. Meanwhile, Rhee-Weise questioned whether those who were completing MOOCs had been given any direct career incentive.\u003c/li>\n\u003cli>5. “Are they boosting their CV? Are they changing their career track?” Rhee-Weise said. “I would love to know how this is tracking and helping in some way with employment. … It seems like a way in which we could blur the gap between unemployed college graduates and unfilled employment opportunities.”\u003c/li>\n\u003cli>6. Low completion rates may actually point to students enrolling because they recognize the unusual opportunity afforded by MOOCs. Whereas students in traditional college courses likely wouldn't enroll in a course they knew they might fail to complete if they were paying full tuition, the lack of those concerns could stir some to enroll before they consider the full demands of a course.\u003c/li>\n\u003cli>7. And even with severe student dropoffs, the idea of MOOCs serving a wider swath of students than traditional college courses is still authentic, Rhee-Weise said. A small fraction of a courseload of 10,000-30,000 students completing a course still boasts more students than even a large lecture hall on a college campus.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>MORE ON THE ANALYSIS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The analysis, which Jordan has continued to update since initially posting it in the middle of February, currently considers the \u003ca href=\"http://www.katyjordan.com/MOOCproject.html\">enrollment and completion rate data\u003c/a> of 24 MOOCs in all, including 20 offered from different universities over the \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a> platform. Twelve universities are represented, with individual course enrollments ranging from 10,000 to 180,000. Courses are color-coded on a scatter plot, based on whether they are scored automatically, by peer grading, or a combination of both.\u003c/p>\n\u003cp>Courses with automatic scoring tended to have somewhat higher completion ratings than courses with peer grading. There was very little correlation, however between the number of students enrolled and the completion rate, nor between the duration of the course and the completion rate. A typical course enrollment is roughly 50,000 students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF MOOCs?\u003c/strong>\u003c/p>\n\u003cp>While Rhee-Weise said she didn't believe MOOCs should be evaluated based mainly on course completion rates, she did express some overarching doubt about whether MOOCs were really a revolutionary change in higher education, as some creators intended.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I'm not totally convinced yet that MOOCs will necessarily be completely disruptive to higher education,” said Rhee-Weise of the Innosight Institute, an organization founded upon forwarding the principal of \u003ca href=\"http://www.claytonchristensen.com/key-concepts/\">disruptive innovation\u003c/a> in education and healthcare. “I think in general we think they have the hallmarks of disruption. But what's interesting is these are all emerging from the [universities] themselves, and when we have seen disruptors have success, they've come out of autonomous units” outside the formal education system.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Combining Robotics With Poetry? Art and Engineering Can Co-Exist",
"title": "Combining Robotics With Poetry? Art and Engineering Can Co-Exist",
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"content": "\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">Remake Learning\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "By Barbara Ray At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7th and 8thgraders could develop a deeper understanding of poetry by playing around with robotics. “Originally, people looked at me like I was crazy,” Mellon said. Now, two",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27961\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27961\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/sun_has_long_been_set-620x370.jpg\" alt=\"sun_has_long_been_set\" width=\"620\" height=\"370\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">By Barbara Ray\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the beginning, people thought she was nuts. Sue Mellon, gifted support coordinator for Springdale Junior and Senior High/Colfax School in the Allegheny Valley School District, thought 7\u003csup>th\u003c/sup> and 8\u003csup>th\u003c/sup>graders could develop a deeper understanding of poetry by playing around with robotics.\u003c/p>\n\u003cp>“Originally, people looked at me like I was crazy,” Mellon said. Now, two years later, Robotics Poetry is a staple of language arts classes at Springdale and a new grant has students preparing to be peer mentors.\u003c/p>\n\u003cp>Poetry isn’t always easy for students. But with hands-on engagement, they gain new understanding. Take Robert Frost’s “Pasture.” Instead of just reading and discussing the work in a typical classroom setting, \u003ca href=\"http://robotdiaries.posterous.com/tag/video\">students made 21st-century dioramas\u003c/a> with \u003ca href=\"http://www.hummingbirdkit.com\">robotic tool kits\u003c/a> containing sensors, motors, LEDs, and a controller. One student made a blue plastic wrap lake in an old cardboard photocopy-paper box that vibrated, thanks to the motor, and, lit up, thanks to the LED. When the student said the word “water”—students record themselves reading the poems aloud in the audio-editing program \u003ca href=\"http://audacity.sourceforge.net\">Audacity\u003c/a>—the LED turned the plastic wrap a deeper shade of blue. When he got to the bit about the “tottering” calf, the motor made the toy calf vibrate.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot of kids aren’t crazy about poetry,” Mellon said. “But we have to help them engage with it. After spending two weeks analyzing the poem and creating visual imagery and symbolism for their dioramas, they really understand the work and get quite passionate.”\u003c!--more-->\u003c/p>\n\u003cp>Stories like Mellon’s can be found all around the Allegheny School District these days as the area, already renowned for its groundbreaking work in STEM, takes on STEAM.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>STEM stands for science, technology, engineering, and math; it’s become a shorthand way for talking about how to prepare American students for a 21st-century, globalized economy. But, as STEM took hold, some begun to wonder if there was a component missing. Enter the STEAM movement, championed by people like John Maeda, president of the prestigious Rhode Island School of Design, and former engineer Georgette Yakman. The idea is fairly simple: STEM needs to include art and design.\u003c/p>\n\u003cp>“STEAM is not a new curriculum,” Yakman said. “It’s a framework for teaching.” On February 14, the idea got the Beltway stamp of approval when the \u003ca href=\"http://stemtosteam.org/events/congressional-steam-caucus/\">Congressional STEAM Caucus\u003c/a> launched.\u003c/p>\n\u003cp>\u003cstrong>CRITICAL FOR INNOVATION\u003c/strong>\u003c/p>\n\u003cp>The move to include art and design in the push to advance science, engineering, and math is not just a “feel-good” move. It’s critical to the future economy and families’ standard of living. \u003ca href=\"https://www.wm.edu/research/ideation/professions/smart-yes.-creative-not-so-much.5890.php\">Researchers are finding\u003c/a> that although children’s IQ scores have been steadily rising, results on the Torrance Tests of Creative Thinking—a key measure of creativity—have been on the decline since 1990, just as the demand for more creative thinkers is rising. In a \u003ca href=\"http://www-03.ibm.com/press/us/en/pressrelease/31670.wss\">2010 IBM survey\u003c/a>, 1,500 CEOs identified creativity as a top leadership competency of the future.\u003c/p>\n\u003cp>That’s why the “A” for arts is so important, and why Pittsburgh’s school districts and afterschool networks are \u003ca href=\"http://remakelearning.org/blog/2013/02/15/pittsburgh-educators-marry-art-with-technology-in-new-steam-learning-projects/\">taking arts and design so seriously\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_27863\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-27863\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/art-bots.jpg\" alt=\"art bots\" width=\"250\" height=\"188\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For some members of the Allegheny Valley School District, that extra A isn’t as radical as it may seem.\u003c/p>\n\u003cp>“We’ve always been STEAM based,” said Ed McKaveney, technology director for the Hampton Township School District. “It just didn’t have a name before.”\u003c/p>\n\u003cp>For others, it has slightly different meanings.\u003c/p>\n\u003cp>“The A is the creative element,” said Jennifer Vecchio, assistant elementary principal at Colfax Upper Elementary. “It’s looking at birds flying and understanding what that has to do with velocity.”\u003c/p>\n\u003cp>Bart Rocco, superintendent of the Elizabeth Forward School District, said the transition from STEM to STEAM isn’t really about adding anything at all.\u003c/p>\n\u003cp>“Personally, I’m not a big acronym guy,” Rocco said. “Science, technology, engineering, math, art—that’s all really important. But really, integration is what’s the issue. That’s the critical piece.”\u003c/p>\n\u003cp>Both Vecchio and Rocco are right, according to Linda Hippert, executive director of the Allegheny Intermediate Unit (AIU), a state agency that supports school districts in Allegheny County. Together with Intermediate Unit 1 in neighboring counties, the AIU oversees the \u003ca href=\"http://centerforcreativity.net/\">Center for Creativity\u003c/a>, an initiative that offers STEAM grants to enable teachers and administrators to implement classroom-based programs integrating left-brain and right-brain learning.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/nurturing-the-next-van-gogh-start-with-small-steps/\">Nurturing the Next Van Gogh? Start With Small Steps\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>For Hippert, the story really started one October afternoon six years ago at a professional development event for local superintendents. They’d all read Daniel Pink’s book, “\u003ca href=\"http://www.danpink.com/books/whole-new-mind\">A Whole New Mind\u003c/a>,” and then Pink came in to discuss the importance of creativity. He spoke to them about the importance of “right-brain qualities” like empathy and inventiveness.\u003c/p>\n\u003cp>“The message was loud and clear,” Hippert said. “And that’s when the movement started. Being strong in math and science wasn’t enough. To meet future workforce needs, we had to address the whole-brain needs of our students.”\u003c/p>\n\u003cp>That kind of thinking is absolutely right.\u003c/p>\n\u003cp>\u003cstrong>REAL WORLD PROJECTS\u003c/strong>\u003c/p>\n\u003cp>As Enrico Moretti in his book, “\u003ca href=\"http://www.amazon.com/New-Geography-Jobs-Enrico-Moretti/dp/0547750110\">The New Geography of Jobs\u003c/a>,” notes, for the first time in history, “the factor that is scarce is not physical capital, but creativity.” The decline is driving the divergence in economies and in families’ wallets. The majority of a product’s value today, he writes, comes from its original idea, not the manufacturing of it. The latter can be done cheaply almost anywhere else, but the “good” jobs lie in innovation, design, and engineering.\u003c/p>\n\u003cp>As Pittsburgh well knows, the sector responsible for raising the wages of American workers was once manufacturing. Today, as Moretti writes, “the innovation sector determines the salary of many Americans, whether they work in innovation or not.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/should-hands-on-science-experiments-replace-bubble-tests/\">Hands-On Science Exams Reveal Students' Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>This thinking is evident throughout the Allegheny School District.\u003c/p>\n\u003cp>“The question is how do we keep our students competitive,” said Bille Rondinelli, superintendent of the South Fayette School District. “The answer is whole-brain thinking.”\u003c/p>\n\u003cp>One of the keys to success in implementing these ideas lies in collaborations and partnerships.\u003c/p>\n\u003cp>In South Fayette, students work with kitchenware maker All-Clad. Five years ago, when the partnership started, it focused on manufacturing and ran under a STEM grant. Now, students are helping design the pots and pans of the future and considering issues of environmental packaging. This new, more creative work is being done under a STEAM grant.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Allegheny Valley School District is using its STEAM grant to start a Living Class Room for upper elementary students. At the beginning of this school year, students started building an outdoor space where they designed and planted a garden. They’re also working on environmental issues like rain collection, solar cells, and composting. They design and make their own tables to use in the garden and use of iPads to identify birdcalls and keep their digital journals.\u003c/p>\n\u003cp>“STEAM offers a total experience for children,” said Cheryl Griffith, superintendent of Allegheny Valley School District, which is also home to Sue Mellon’s Robotics Poetry.\u003c/p>\n\u003cp>In the West Allegheny School District, high school students can take an electronic and acoustic sound class where they learn the science of sound, but, instead of sitting at their desk reading from a textbook, they’re studying and modifying different instruments.\u003c/p>\n\u003cp>Next year, the West Allegheny School District hopes to start a middle school game center. Chris Assetta, assistant superintendent for curriculum and instruction, has a date on her calendar to go visit the Elizabeth Forward School District, \u003ca href=\"http://remakelearning.org/blog/2013/02/14/serious-fun-and-games-in-pittsburgh/\">which launched one in January 2012\u003c/a>.\u003c/p>\n\u003cp>Heather Hibner is an English teacher who now teaches in the Elizabeth Forward Entertainment Technology Academy (ETA). If you walked by the four long windows of her classroom you’d see “people getting things done,” Hibner said. “If you walk by what I now call a boring classroom, it looks more orderly but really everyone is just zoned out.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should be Messy\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>It’s a lot messier in her classroom, Hibner said, but that’s because the students are engaged. They’re working in teams and at their own pace. They’re doing independent projects, modding games, and coming up with stories.\u003c/p>\n\u003cp>Curriculum for the ETA starts with a history of games going back to ancient Babylon. Then students go on to learn things like 3D design, scripting, storytelling, and computer programming.\u003c/p>\n\u003cp>“Today, you need teachers who can integrate both sides of the brain,” Rocco said.\u003c/p>\n\u003cp>According to Hibner, doing whole-brain teaching isn’t difficult but actually feels more natural. The real key, she said, is getting out of the way. “I’m a facilitator really,” she said. “I talk for five minutes and I work one-on-one, but I’m not the ‘sage on the stage’ anymore; really the students are their own guides.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Connected Learning: Tying Student Passions to School Subjects",
"title": "Connected Learning: Tying Student Passions to School Subjects",
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"content": "\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. Similarly, Boss Levels encourage students to approach design challenges from the perspective of “systems thinking,” a twenty-first century literacy that educators emphasize in their instruction throughout the year. So, for instance, when tinkering with a Rube Goldberg machine, or when writing a play, or when designing a game for the field day, educators encouraged students to think of each design challenge in terms of its components, rules, goals, feedback mechanisms, and other aspects of a dynamic system. In doing so, they connect hands-on activity with forms of knowledge that are recognized in various academic and professional contexts.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES AND OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>Realizing connected learning principles in a public school setting is not without its challenges. For one, Boss Levels can be seen as taking time away from preparing for state tests. While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. Further, families from various backgrounds have expressed unease with some of the student-centered aspects of Boss Level. The frenetic, messy, and often noisy character of Boss Levels can appear to some as chaotic and undisciplined rather than as engaging and invigorating.\u003c/p>\n\u003cp>Quest educators have responded to these challenges by attempting to educate parents about the forms of learning supported by Boss Levels, and over time many parents have come to see, and even celebrate, Boss Levels as important and unique educational opportunities. Educators have also had to make Boss Levels more structured and adult-managed as the school has matured, partly to ease parental concerns.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n",
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"description": "By Ashley Williams, Youth Radio What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27968\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27968\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Q2L_1-620x413.png\" alt=\"Q2L_1\" width=\"620\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://www.youthradio.org/news/connected-learninglearning-inside-and-outside-classroom\">By Ashley Williams, Youth Radio\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">What if your extracurricular activities weren't just extra but a part of your academics too? New thinking on education intends to bring students' interests into the classroom. It's called Connected Learning and promotes the idea that students will excel in school if what they are learning is relevant to their lives, experiences, and passions. This plan is spelled out in a new \u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">report\u003c/a>, by Mimi Ito, the research director of the Digital Media and Learning Hub at the University of California Irvine.\u003c/p>\n\u003cp>While students would still learn core subjects like math and science, \u003ca href=\"http://www.itofisher.com/mito/weblog/2012/03/connected_learning.html\">Connected Learning\u003c/a> provides ways for students to link their classroom lessons to their lives outside the school. Ito says the objective of Connected Learning is to, “meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It’s important to diversify the kinds of entry points for the kinds of pathways that young people have.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Ito uses the \u003ca href=\"http://thehpalliance.org/\">Harry Potter Alliance\u003c/a> to demonstrate how Connected Learning’s can be effective. She says, “the HPA connects young people who are inspired by the civic virtues portrayed in the Harry Potter books, and want to apply them to the real world.” This fan network organizes over social media platforms (Facebook, Livestream, Youtube, Twitter) to spread awareness and solutions to issues like, equality, and human rights, and to support of charitable causes. Literacy has been a central focus of the group. Their annual book drive has brought 85,000 donations since 2009 and contributions have helped build a library for a charter school in NYC.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ito says another prime example of Connected Learning is at Youth Radio. The youth-driven media organization channels young peoples' passions into education and job training. For instance, the poetry group inside Youth Radio, Remix Your Life, helps strengthen students’ writing skills, public speaking and presentation skills while providing an outlet for us to express what we're passionate about.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Here’s where Connected Learning could help close the opportunity gap. Ito says, “it’s important to diversify the kinds of entry points for the kinds of pathways that young people have.” She adds that “having their interests, their identities validated in the context of academic achievement, civic engagement” is essential to keeping students engaged. This could lead to better student \u003c!--more-->performance. But even more than improved grades, the goal for Connected Learning Ito states, is “not about individual achievement, it’s about contributing in the real world.”\u003c/p>\n\u003cp>\u003cstrong>EXCERPT FROM \u003cem>\u003ca href=\"http://dmlhub.net/publications/connected-learning-agenda-research-and-design\">CONNECTED LEARNING: AN AGENDA FOR RESEARCH AND DESIGN\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CASE STUDY:\u003c/strong>\u003c/p>\n\u003cp>A toy replica of a 1950s pickup truck with a 100-gram cast iron weight in its bed races down a wooden plank and crashes into an upright textbook that rests precariously on the edge of a high stool. The book wobbles and then topples several feet before smacking the floor with a loud slap. As it falls, the book collides with the raised end of a yardstick whose middle rests over a makeshift fulcrum, creating a seesaw-like lever. The impact catapults a small bottle of hand-sanitizer a few inches into the air before falling and bouncing on the floor. “Hmm,” says the 11-year-old student who released the car. The student and her classmates have been challenged to build a Rube Goldberg machine—a complex machine that performs a simple task—that can dispense hand sanitizer from a bottle with a pump-top. One of the student’s teammates suggests, “Let’s try a larger stool.”\u003c/p>\n\u003cp>This is Boss Level, a special two-week period that takes place at the end of each trimester at \u003ca href=\"http://q2l.org/\">Quest to Learn\u003c/a>, a 6th- through 12th-grade public school that opened in Manhattan in the fall of 2009. Quest is the first school in the country to organize its entire curriculum to be “game-like.” It is also attempting to incorporate many of the connected learning principles into an urban public school. Boss Levels are the times during the school year when these principles are most fully realized. During Boss Level, regular classes are suspended, classrooms are rearranged into work spaces, teachers fall into the background, and students work in small teams on a single “challenge” that culminates in a showcase and party for the school’s educators, staff, and family members. In addition to Rube Goldberg machines, Quest educators have challenged\u003cbr>\nstudents to write and perform short plays based on fairy tales, to design and orchestrate a series of outdoor games for an end-of-the-year field day, to research and construct a travel website featuring three NYC neighborhoods, to build a sculpture from recycled materials, and so forth. In each case, Boss Levels attempt to weave together connected learning principles with the strictures of school-based practices.\u003c/p>\n\u003cp>\u003cstrong>PEER SUPPORTED\u003c/strong>\u003c/p>\n\u003cp>Students drive activity during Boss Levels more than at any other time during the year. While educators put students onto teams and define the challenges, students take the lead in designing, discovering, and evaluating possible solutions. Students provide each other with ongoing feedback about each other’s ideas and work styles. They engage in delicate, and often difficult, negotiations over what their team should try next, who should do what, and who can tell or ask someone else to do something. While failure is commonplace, and while conflicts sometimes arise, educators resist intervening extensively. In general, students are active and highly engaged, and the classroom is often vibrant and boisterous.\u003c/p>\n\u003cp>\u003cstrong>INTEREST POWERED\u003c/strong>\u003c/p>\n\u003cp>While Quest educators define Boss Level challenges, students have extensive opportunities for connecting Boss Level projects to their own interests, many of which are dissociated from conventional schooling practices. For example, when a Boss Level challenge asked students to write, stage, and perform short plays based on fairy tales, students wove numerous interests and cultural forms from their out-of-school lives into the productions. One scene took place in a medieval coffee shop called “Moonbucks”; plots and characters drew inspiration from popular books, video games, music, and movies; several students with an interest in fashion worked on costumes; a student who was enrolled in an after school program for gymnastics helped choreograph stage fights; students who participated in online fan fiction communities worked on scripts; students who were interested in media production helped with recording and mixing sound effects; all students produced daily podcasts that provided updates about their projects to family members. In doing so, Boss Level blurred conventional divisions between education and peer cultures.\u003c/p>\n\u003cp>\u003cstrong>ACADEMICALLY ORIENTED\u003c/strong>\u003c/p>\n\u003cp>Boss Levels confer academic legitimacy on creative activities that are typically absent or marginalized at conventional schools. By treating Boss Level as the culminating academic experience for every trimester, and by showcasing the students’ work to family members and members of the New York City design community, Quest bestows academic legitimacy on forms of work that are not easily measured by standardized assessments.\u003c/p>\n\u003cp>At the same time, Quest attempts to link Boss Level challenges to more widely recognized academic domains and competencies. For example, the Rube Goldberg machine challenge required students to put into practice knowledge about physics and simple machines that they had been learning about over the course of the trimester. 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While Quest hopes its students will score highly on tests, its students are evaluated against students who attend schools that place greater emphasis on testing. If the school cannot produce competitive test scores, many families will not apply to the school and the Department of Education could force it to change its leadership or even close its doors. Given these realities, Quest is under constant pressure to scale back on less canonical offerings such as Boss Level, and it has had to diminish the number and duration of Boss Levels as it has matured.\u003c/p>\n\u003cp>Additionally, the school has had to educate some parents about the educational value of experiences like Boss Level. Less-privileged families, in particular, have pushed the school to focus more on canonical pedagogic offerings, in part because their children’s options in the NYC school system largely depend on test scores. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite these challenges, Boss Levels offer an encouraging example of how connected learning principles can be integrated into public schooling. Unlike most canonical schooling practices, Boss Levels organize students’ activity around a shared purpose, and they provide students with numerous opportunities for active and creative problem solving. Students, rather than educators, drive the process. Solutions are not defined beforehand and resources are not bound by the school’s walls. As a result, students have the opportunity to participate in the challenging, messy, collaborative, and open-ended processes that we believe characterize connected learning at its best.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Inspire Students to Design, Invent, and Make an Impact",
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"content": "\u003cdiv id=\"attachment_27877\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/hand-cropped-620x366.gif\" alt=\"hand-cropped\" width=\"620\" height=\"366\">\n\u003cp class=\"wp-media-credit\">Scientist Profile: Inventor\u003c/p>\n\u003c/div>\n\u003ch5>By Almetria Vaba\u003c/h5>\n\u003cp class=\"dropcap-serif\">Spark your students' curiosity in engineering and technology by introducing them to the designers, inventors, and clever thinkers featured in \u003ca href=\"http://www.pbslearningmedia.org/?utm_source=21913&utm_medium=newsletter&utm_campaign=affinity&utm_source=SilverpopMailing&utm_medium=email&utm_campaign=newsletter-pbsed-02202013%20(1)&utm_content=&spMailingID=5643743&spUserID=MjY3OTQ2MjgzNDQS1&spJobID=66731312&spReportId=NjY3MzEzMTIS1\">PBS LearningMedia\u003c/a>. Use their stories to illustrate various themes of study like the engineering design process and the impact of technology.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=14&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">DESIGNING A WHEELCHAIR FOR RUGBY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See what happens when a U.S. Paralympic athlete challenges two teams of high school students to build an automated wheelchair. Use this segment to initiate a design challenge in your own classroom. \u003cstrong>Grades 6-12\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">WIND ENERGY FUELS JOBS FOR OKLAHOMA YOUTH\u003c/a> \u003ca name=\"www_pbslearningmedia_org__1\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>How can your students affect the world around them? Use this video segment about wind energy to illustrate the real-world impact of an innovative idea. \u003cstrong>Grades 6-13+\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SCIENTIST PROFILE: INVENTOR\u003c/a> \u003ca name=\"www_pbslearningmedia_org__4\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>Get your class excited about great ideas! Introduce them to Ryan Patterson, teen scientist and inventor of an electronic sign language translator glove. \u003cstrong>Grades 4-6\u003c/strong>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=6&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">KID DESIGNER: A COMFORTABLE CARDBOARD CHAIR\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>\u003cbr>\nIntroduce your class to this industrious young designer who demonstrates how to construct a sturdy chair out of cardboard. \u003cstrong>Grades 3-12\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=2&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">A HOUSE FOR A TEDDY BEAR \u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See these young learners engaged in problem solving and trial-and-error design! Consider replicating this project in your own classroom to reinforce lessons on design, construction, and experimentation. \u003cstrong>Grades K-2.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SID'S AMAZING INVENTION\u003c/a> \u003ca name=\"www_pbslearningmedia_org__7\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Sid believes that he has invented the ultimate solution to putting away his toys, later to learn that his invention is actually a simple machine called a lever. Invite young learners to explore the function of a lever alongside Sid and his friends. \u003cstrong>Grades PreK-1\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27877\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27877\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/hand-cropped-620x366.gif\" alt=\"hand-cropped\" width=\"620\" height=\"366\">\n\u003cp class=\"wp-media-credit\">Scientist Profile: Inventor\u003c/p>\n\u003c/div>\n\u003ch5>By Almetria Vaba\u003c/h5>\n\u003cp class=\"dropcap-serif\">Spark your students' curiosity in engineering and technology by introducing them to the designers, inventors, and clever thinkers featured in \u003ca href=\"http://www.pbslearningmedia.org/?utm_source=21913&utm_medium=newsletter&utm_campaign=affinity&utm_source=SilverpopMailing&utm_medium=email&utm_campaign=newsletter-pbsed-02202013%20(1)&utm_content=&spMailingID=5643743&spUserID=MjY3OTQ2MjgzNDQS1&spJobID=66731312&spReportId=NjY3MzEzMTIS1\">PBS LearningMedia\u003c/a>. Use their stories to illustrate various themes of study like the engineering design process and the impact of technology.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=14&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">DESIGNING A WHEELCHAIR FOR RUGBY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See what happens when a U.S. Paralympic athlete challenges two teams of high school students to build an automated wheelchair. Use this segment to initiate a design challenge in your own classroom. \u003cstrong>Grades 6-12\u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">WIND ENERGY FUELS JOBS FOR OKLAHOMA YOUTH\u003c/a> \u003ca name=\"www_pbslearningmedia_org__1\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=21&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>How can your students affect the world around them? Use this video segment about wind energy to illustrate the real-world impact of an innovative idea. \u003cstrong>Grades 6-13+\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SCIENTIST PROFILE: INVENTOR\u003c/a> \u003ca name=\"www_pbslearningmedia_org__4\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=5&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>Get your class excited about great ideas! Introduce them to Ryan Patterson, teen scientist and inventor of an electronic sign language translator glove. \u003cstrong>Grades 4-6\u003c/strong>\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=6&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">KID DESIGNER: A COMFORTABLE CARDBOARD CHAIR\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003c/strong>\u003cbr>\nIntroduce your class to this industrious young designer who demonstrates how to construct a sturdy chair out of cardboard. \u003cstrong>Grades 3-12\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=2&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">A HOUSE FOR A TEDDY BEAR \u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>See these young learners engaged in problem solving and trial-and-error design! Consider replicating this project in your own classroom to reinforce lessons on design, construction, and experimentation. \u003cstrong>Grades K-2.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">SID'S AMAZING INVENTION\u003c/a> \u003ca name=\"www_pbslearningmedia_org__7\" href=\"http://links.silverpop.eb2b.vtrnz.com/ctt?kn=3&ms=NTY0Mzc0MwS2&r=MjY3OTQ2MjgzNDQS1&b=0&j=NjY3MzEzMTIS1&mt=1&rt=0\">\u003c/a>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>Sid believes that he has invented the ultimate solution to putting away his toys, later to learn that his invention is actually a simple machine called a lever. Invite young learners to explore the function of a lever alongside Sid and his friends. \u003cstrong>Grades PreK-1\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>\u003c/h5>\n\u003cdiv id=\"attachment_27883\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/problem-solution-620x285.gif\" alt=\"problem-solution\" width=\"620\" height=\"285\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.thommarkham.com/blog/default/ten-ways-to-teach-innovation-2/\">By Thom Markham\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and economic structures, environmental solutions, or an updated code of ethics for 21st century life, everything is in flux—and everything demands innovative, out of the box thinking.\u003c/p>\n\u003cp>The burden of reinvention, of course, falls on today’s generation of students. So it follows that education should focus on fostering innovation by putting curiosity, critical thinking, deep understanding, the rules and tools of inquiry, and creative brainstorming at the center of the curriculum.\u003c/p>\n\u003cp>This is hardly the case, as we know. In fact, innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas:\u003c/p>\n\u003cp>\u003cstrong>Move from projects to Project Based Learning. \u003c/strong>Most teachers have done projects, but the majority do not use the defined set of methods associated with high-quality PBL. These methods include developing a focused question, using solid, well crafted performance assessments, \u003c!--more-->allowing for multiple solutions, enlisting community resources, and choosing engaging, meaningful themes for projects. PBL offers the best method we have presently for combining inquiry with accountability, and should be part of every teacher’s repertoire. See \u003ca href=\"http://www.thommarkham.com\">my website\u003c/a> or the \u003ca href=\"http://www.bie.org\">Buck Institute\u003c/a> for methods.\u003c/p>\n\u003cp>\u003cstrong>Teach concepts, not facts. \u003c/strong>\u003ca href=\"http://www.amazon.com/Concept-Based-Curriculum-Instruction-Thinking-Classroom/dp/141291700X\">Concept-based instruction\u003c/a> overcomes the fact-based, rote-oriented nature of standardized curriculum. If your curriculum is not organized conceptually, use you own knowledge and resources to teach ideas and deep understanding, not test items.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Distinguish concepts from critical information. \u003c/strong>Preparing students for tests is part of the job. But they need information for a more important reason: To innovate, they need to know something. The craft precedes the art. Find the right blend between open-ended inquiry and direct instruction.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>Make skills as important as knowledge. \u003c/strong>Innovation and 21st century skills are closely related. Choose several \u003ca href=\"http://www.p21.org/overview/skills-framework\">21st century skills\u003c/a>, such as collaboration or critical thinking, to focus on throughout the year. Incorporate them into lessons. Use detailed rubrics to assess and grade the skills.\u003c/p>\n\u003cp>\u003cstrong>Form teams, not groups. \u003c/strong>Innovation now emerges from teams and networks—and we can teach students to work collectively and become better collective thinkers. Group work is common, but \u003cem>team\u003c/em> work is rare. Some tips: Use specific methods to form teams; assess teamwork and work ethic; facilitate high quality interaction through protocols and critique; teach the cycle of revision; and expect students to reflect critically on both ongoing work and final products. For peer collaboration rubrics, see these free \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Use thinking tools. \u003c/strong>Hundreds of interesting, thought provoking tools exist for thinking through problems, sharing insights, finding solutions, and encouraging divergent solutions. Use \u003ca href=\"http://www.amazon.com/Big-Think-Metacognative-Strategies-Beginning/dp/193317045X/ref=sr_1_1?s=books&ie=UTF8&qid=1322941461&sr=1-1\">Big Think\u003c/a> tools or the \u003ca href=\"http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html\">Visible Thinking Routines\u003c/a> developed at Harvard’s Project Zero.\u003c/p>\n\u003cp>\u003cstrong>Use creativity tools. \u003c/strong>Industry uses a set of cutting edge tools to stimulate creativity and innovation. As described in books such as \u003ca href=\"http://www.amazon.com/Gamestorming-Playbook-Innovators-Rulebreakers-Changemakers/dp/0596804172\">Gamestorming\u003c/a> or \u003ca href=\"http://www.amazon.com/Beyond-Words-Guide-Drawing-Ideas/dp/0898159113/ref=sr_1_3?s=books&ie=UTF8&qid=1322941969&sr=1-3\">Beyond Words\u003c/a>, the tools include playful games and visual exercises that can easily be used in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Reward discovery. \u003c/strong>Innovation is mightily discouraged by our system of assessment, which rewards the mastery of known information. Step up the reward system by using rubrics with a blank column to acknowledge and reward innovation and creativity. I call it the Breakthrough column. All of the rubrics on the \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a> section of my website have a breakthrough column.\u003c/p>\n\u003cp>\u003cstrong>Make reflection part of the lesson. \u003c/strong>Because of the coverage imperative, the tendency is to move on quickly from the last chapter and begin the next chapter. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without rumination.\u003c/p>\n\u003cp>\u003cstrong>Be innovative yourself. \u003c/strong>This is the kicker, because innovation requires the willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the bravery to resist the system’s emphasis on strict accountability. But the reward is a kind of liberating creativity that makes teaching exciting and fun, engages students, and—most critical—helps students find the passion and resources necessary to design a better life for themselves and others.\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=055ab46694374484b75bfa91ca6bb653&URL=http%3a%2f%2fwww.thommarkham.com%2fblog%2fdefault%2ften-ways-to-teach-innovation-2%2f\" target=\"_blank\">ThomMarkham's blog\u003c/a>.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21\u003csup>st\u003c/sup> century skills and the principles of youth development. He is also the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=nosim/thommarkhamco-20\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for k-12 teachers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Distinguish concepts from critical information. \u003c/strong>Preparing students for tests is part of the job. But they need information for a more important reason: To innovate, they need to know something. The craft precedes the art. Find the right blend between open-ended inquiry and direct instruction.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003cstrong>Make skills as important as knowledge. \u003c/strong>Innovation and 21st century skills are closely related. Choose several \u003ca href=\"http://www.p21.org/overview/skills-framework\">21st century skills\u003c/a>, such as collaboration or critical thinking, to focus on throughout the year. Incorporate them into lessons. Use detailed rubrics to assess and grade the skills.\u003c/p>\n\u003cp>\u003cstrong>Form teams, not groups. \u003c/strong>Innovation now emerges from teams and networks—and we can teach students to work collectively and become better collective thinkers. Group work is common, but \u003cem>team\u003c/em> work is rare. Some tips: Use specific methods to form teams; assess teamwork and work ethic; facilitate high quality interaction through protocols and critique; teach the cycle of revision; and expect students to reflect critically on both ongoing work and final products. For peer collaboration rubrics, see these free \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Use thinking tools. \u003c/strong>Hundreds of interesting, thought provoking tools exist for thinking through problems, sharing insights, finding solutions, and encouraging divergent solutions. Use \u003ca href=\"http://www.amazon.com/Big-Think-Metacognative-Strategies-Beginning/dp/193317045X/ref=sr_1_1?s=books&ie=UTF8&qid=1322941461&sr=1-1\">Big Think\u003c/a> tools or the \u003ca href=\"http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html\">Visible Thinking Routines\u003c/a> developed at Harvard’s Project Zero.\u003c/p>\n\u003cp>\u003cstrong>Use creativity tools. \u003c/strong>Industry uses a set of cutting edge tools to stimulate creativity and innovation. As described in books such as \u003ca href=\"http://www.amazon.com/Gamestorming-Playbook-Innovators-Rulebreakers-Changemakers/dp/0596804172\">Gamestorming\u003c/a> or \u003ca href=\"http://www.amazon.com/Beyond-Words-Guide-Drawing-Ideas/dp/0898159113/ref=sr_1_3?s=books&ie=UTF8&qid=1322941969&sr=1-3\">Beyond Words\u003c/a>, the tools include playful games and visual exercises that can easily be used in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Reward discovery. \u003c/strong>Innovation is mightily discouraged by our system of assessment, which rewards the mastery of known information. Step up the reward system by using rubrics with a blank column to acknowledge and reward innovation and creativity. I call it the Breakthrough column. All of the rubrics on the \u003ca href=\"http://www.thommarkham.com/PBL_tools.html\">PBL Tools\u003c/a> section of my website have a breakthrough column.\u003c/p>\n\u003cp>\u003cstrong>Make reflection part of the lesson. \u003c/strong>Because of the coverage imperative, the tendency is to move on quickly from the last chapter and begin the next chapter. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without rumination.\u003c/p>\n\u003cp>\u003cstrong>Be innovative yourself. \u003c/strong>This is the kicker, because innovation requires the willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the bravery to resist the system’s emphasis on strict accountability. But the reward is a kind of liberating creativity that makes teaching exciting and fun, engages students, and—most critical—helps students find the passion and resources necessary to design a better life for themselves and others.\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"https://mail.kqed.org/owa/redir.aspx?C=055ab46694374484b75bfa91ca6bb653&URL=http%3a%2f%2fwww.thommarkham.com%2fblog%2fdefault%2ften-ways-to-teach-innovation-2%2f\" target=\"_blank\">ThomMarkham's blog\u003c/a>.Thom Markham, Ph.D., is a psychologist and school redesign consultant who assists teachers in designing high quality, rigorous projects that incorporate 21\u003csup>st\u003c/sup> century skills and the principles of youth development. He is also the author of the \u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=nosim/thommarkhamco-20\">Project Based Learning Design and Coaching Guide: Expert tools for innovation and inquiry for k-12 teachers\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_27656\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-27656\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/students-collaborate-620x369.jpg\" alt=\"students-collaborate\" width=\"620\" height=\"369\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Bestselling author and educational expert Alan November's new book \u003cem>\u003ca href=\"http://novemberlearning.com/educational-resources-for-educators/books-on-educational-technology/\">Who Owns the Learning?: Preparing Students for Success in the Digital Age\u003c/a>\u003c/em> compiles lessons learned over 30 years of educational experience. Beginning with his first teaching job, November began to realize that the most powerful education happens when students take ownership of their learning and when they feel that what they produce contributes meaningfully to a community.\u003c/p>\n\u003cp>Using those two principles as his guide, November's book profiles innovative teachers' efforts to make learning meaningful to their students, sharing concrete ways to transform schools. The book uses the family farm as a metaphor to explain the importance of making students central contributors to the modern education system. The excerpt below helps explain the type of work students could do in this model and how technology can help along the way.\u003c/p>\n\u003ch4>Owning Their Learning: Student Jobs on the Digital Learning Farm\u003c/h4>\n\u003cp>Perhaps the greatest role shift in the Digital Learning Farm model is that of the student. As we help to transform students from passive receptors of information into active drivers of their educational \u003c!--more-->experiences and designers of their educational goals, we need to provide them with the incentives of meaningful work and authentic audiences. Here are the four types of jobs for students that we will discuss in this book:\u003c/p>\n\u003cp>1. Tutorial designers\u003cbr>\n2. Student scribes\u003cbr>\n3. Student researchers\u003cbr>\n4. Global communicators and collaborators\u003c/p>\n\u003ch4>Tutorial Designers\u003c/h4>\n\u003cp>Students often learn better from other students; they listen more intently, understand more completely, and participate more readily. Using webcams, video software, and other freely available recording and broadcasting tools, students can create tutorials that other students, parents, and viewers can access and use from any location. As you will learn in chapter 2 (page 25), teacher Eric Marcos and his students from Lincoln Middle School in Santa Monica, California, have energized their school through the use of screencasted tutorials they produce. Creating tutorials increases student engagement and provides struggling students with more opportunities for reviewing troubling concepts. As one of Eric’s students reminds us, “In order to teach it you really have to learn it” (personal communication, December 2011).\u003c/p>\n\u003ch4>Student Scribes\u003c/h4>\n\u003cp>Not all students take excellent notes every day, but free online collaboration tools can give any class the opportunity to collaboratively build one set of perfect notes. Using a shared blog, wiki, \u003ca href=\"http://docs.google.com\">Google Docs,\u003c/a> or another collaborative writing tool, students work together to create a detailed set of notes that can be used by the entire class. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Darren Kuropatwa, a high school calculus teacher, uses this student scribe technique to transform his classroom into a collaborative learning community. In chapter 3 (page 39), you will learn more about Darren’s \u003ca href=\"http://tinyurl.com/68djoz\">student scribe program\u003c/a> in which each day a new student is responsible for taking notes and collecting diagrams that become part of his class’s online calculus textbook. Using a student scribe program encourages students who don’t take notes to do so, and it helps students who struggle to take good notes improve their technique through positive feedback and advice from their teachers and peers.\u003c/p>\n\u003ch4>Student Researchers\u003c/h4>\n\u003cp>Many classrooms have one computer sitting in the back of the room or on the teacher’s desk that gets very little use while instruction is taking place. What if that computer became the official research station where one student each day was responsible for finding answers to all the questions in class—including the teacher’s questions? Assigning students the research job can be a very effective learning tool, and it’s an incredibly simple process: each day, assign a different student to sit by that computer. When questions come up during class, it is that student’s responsibility to search out the correct answer. In chapter 4 (page 49), you will learn details about using this student job to build a class search engine that meets course standards for curriculum content and reliability of resources. Training students in the role of researcher offers guided opportunities and teachable moments that allow them to hone their research skills.\u003c/p>\n\u003ch4>Global Communicators and Collaborators\u003c/h4>\n\u003cp>It wasn't that long ago when it was cost prohibitive to have your class connect with other classes and subject experts around the world. That time is gone! In an ever-shrinking world, we now have free access to make these very connections. In chapter 5 (page 65), you learn how educators are using \u003ca href=\"http://www.skype.com\">Skype\u003c/a> and other online tools to establish and maintain working relationships via the Internet with classrooms and topic experts from around the world. (Visit go.solution-tree.com/instruction for live links to the websites mentioned in this book.) Students can develop questions, conduct interviews, and build their skills in online learning and collaboration with people from different countries and cultures. This Digital Learning Farm job offers hundreds of opportunities for any adventurous group of students to bring the world into its classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These jobs offer just four examples of work that gives students valuable opportunities to make real contributions to their learning community. While educators can implement these and other student jobs individually, we can create a more balanced approach to teaching and learning by bringing multiple jobs together to work in harmony. I have talked with educators who assign different jobs to their students. If the work results in meaningful activities that advance student contributions and ownership in the learning process, it probably deserves a place in the classroom.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27656\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-27656\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/students-collaborate-620x369.jpg\" alt=\"students-collaborate\" width=\"620\" height=\"369\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Bestselling author and educational expert Alan November's new book \u003cem>\u003ca href=\"http://novemberlearning.com/educational-resources-for-educators/books-on-educational-technology/\">Who Owns the Learning?: Preparing Students for Success in the Digital Age\u003c/a>\u003c/em> compiles lessons learned over 30 years of educational experience. 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As we help to transform students from passive receptors of information into active drivers of their educational \u003c!--more-->experiences and designers of their educational goals, we need to provide them with the incentives of meaningful work and authentic audiences. Here are the four types of jobs for students that we will discuss in this book:\u003c/p>\n\u003cp>1. Tutorial designers\u003cbr>\n2. Student scribes\u003cbr>\n3. Student researchers\u003cbr>\n4. Global communicators and collaborators\u003c/p>\n\u003ch4>Tutorial Designers\u003c/h4>\n\u003cp>Students often learn better from other students; they listen more intently, understand more completely, and participate more readily. Using webcams, video software, and other freely available recording and broadcasting tools, students can create tutorials that other students, parents, and viewers can access and use from any location. As you will learn in chapter 2 (page 25), teacher Eric Marcos and his students from Lincoln Middle School in Santa Monica, California, have energized their school through the use of screencasted tutorials they produce. Creating tutorials increases student engagement and provides struggling students with more opportunities for reviewing troubling concepts. As one of Eric’s students reminds us, “In order to teach it you really have to learn it” (personal communication, December 2011).\u003c/p>\n\u003ch4>Student Scribes\u003c/h4>\n\u003cp>Not all students take excellent notes every day, but free online collaboration tools can give any class the opportunity to collaboratively build one set of perfect notes. Using a shared blog, wiki, \u003ca href=\"http://docs.google.com\">Google Docs,\u003c/a> or another collaborative writing tool, students work together to create a detailed set of notes that can be used by the entire class. 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What if that computer became the official research station where one student each day was responsible for finding answers to all the questions in class—including the teacher’s questions? Assigning students the research job can be a very effective learning tool, and it’s an incredibly simple process: each day, assign a different student to sit by that computer. When questions come up during class, it is that student’s responsibility to search out the correct answer. In chapter 4 (page 49), you will learn details about using this student job to build a class search engine that meets course standards for curriculum content and reliability of resources. 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"content": "\u003cp>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">\u003cimg class=\"alignleft size-medium wp-image-27998\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Teachers-Guide-to-Videos-300x398.png\" alt=\"MindShift Teachers Guide to Videos\" width=\"300\" height=\"398\">\u003c/a>With one \u003cem>billion\u003c/em> monthly users (and growing), \u003ca href=\"http://www.youtube.com\">YouTube's\u003c/a> popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes.\u003c/p>\n\u003cp>But the best ways of using videos are not always obvious. Teachers want to know: Among all the millions of videos out there, how do you find the great ones? How do you evaluate the quality of a video? Who are the great content creators, and what are the best curation sites? Which kinds of videos work as fun supplements, and which are best for actual instruction? How do you get students engaged in discussion after watching videos? How do you blend videos into your curriculum?\u003c/p>\n\u003cp>In collaboration with educator \u003ca href=\"http://www.catlintucker.com\">Catlin Tucker, \u003c/a>MindShift presents \u003cem>\u003cstrong>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">Teachers' Guide to Videos\u003c/a> \u003c/strong>[PDF]\u003c/em>, to answer these questions and more. You'll find a slew of valuable resources, including video links for all kinds of subjects -- history, math, science, language arts, and more -- and ideas on how to inspire students to use videos as a conduit to dig in, ask questions, and learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">\u003cimg class=\"alignleft size-medium wp-image-27998\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Teachers-Guide-to-Videos-300x398.png\" alt=\"MindShift Teachers Guide to Videos\" width=\"300\" height=\"398\">\u003c/a>With one \u003cem>billion\u003c/em> monthly users (and growing), \u003ca href=\"http://www.youtube.com\">YouTube's\u003c/a> popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes.\u003c/p>\n\u003cp>But the best ways of using videos are not always obvious. Teachers want to know: Among all the millions of videos out there, how do you find the great ones? How do you evaluate the quality of a video? Who are the great content creators, and what are the best curation sites? Which kinds of videos work as fun supplements, and which are best for actual instruction? How do you get students engaged in discussion after watching videos? How do you blend videos into your curriculum?\u003c/p>\n\u003cp>In collaboration with educator \u003ca href=\"http://www.catlintucker.com\">Catlin Tucker, \u003c/a>MindShift presents \u003cem>\u003cstrong>\u003ca onclick=\"var that=this;_gaq.push(['_trackEvent','Download','PDF',this.href]);setTimeout(function(){location.href=that.href;},400);return false;\" href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/MindShift-Guide-to-Videos.pdf\">Teachers' Guide to Videos\u003c/a> \u003c/strong>[PDF]\u003c/em>, to answer these questions and more. You'll find a slew of valuable resources, including video links for all kinds of subjects -- history, math, science, language arts, and more -- and ideas on how to inspire students to use videos as a conduit to dig in, ask questions, and learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Mozilla's Open Badges May Work In the Real World",
"title": "How Mozilla's Open Badges May Work In the Real World",
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"content": "\u003cfigure id=\"attachment_27942\" class=\"wp-caption left\" style=\"max-width: 243px\">\u003cimg class=\"size-full wp-image-27942\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-22-at-2.14.49-PM.png\" alt=\"Screen Shot 2013-03-22 at 2.14.49 PM\" width=\"243\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After 18 months in the darkness of beta world, Mozilla's Open Badges project stepped out into the light recently with the unveiling of \u003ca href=\"http://openbadges.org/\">Open Badges 1.0\u003c/a>.\u003c/p>\n\u003cp>But will the concept of organizations bestowing their own virtual endorsements for the mastery of skills hold up to critical examination from a world that, even in an information economy, demands most of its skilled workers hold a framed degree?\u003c/p>\n\u003cp>\u003ca href=\"http://openbadges.org/community/\">The list\u003c/a> of more than 600 badge-creating and -designing partners would suggest so. Especially when that list includes names familiar even to digital-phobes, like the Corporation for Public Broadcasting, multiple branches of the Smithsonian, NASA, and Disney-Pixar.\u003c/p>\n\u003cp>Yet even Erin Knight, the Mozilla Foundation's senior director of learning, concedes it may be a while before badges resonate the same as a resume to an admissions or recruiting office, even if badges have the potential to be more authentic and certifiable.\u003c/p>\n\u003cp>“I don't see badges replacing degrees as something that is going to happen tomorrow,” Knight says. “But I see it as more incremental.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The idea behind Mozilla's project, Knight says, is to create a common currency of how badges are structured and discussed. While Mozilla can't -- nor does it want to -- control the quality of the elements required for badges listed within its project, it does require every badge to provide authentication for the organization issuing the badge and for the user receiving it, as well as a link to the criteria needed to earn it and the evidence of the learner meeting that criteria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't see badges replacing degrees as something that is going to happen tomorrow. But I see it as more incremental.”\u003c/strong>\u003c/aside>\n\u003cp>But the first incremental step to fostering a public understanding of what badges can offer may not be a top-down, widespread knowledge of the anatomy of a badge. Instead, judging by the stories of a few of Mozilla's early partners, it may be local organizations explaining and publicizing their badge system to partner organizations they trust.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.mypasa.org/\">Providence After School Alliance\u003c/a>, or PASA, in Providence, Rhode Island, has reached an agreement with the city school district that badges issued to high school students for the \u003c!--more-->completion of a semester-long course will count as a high school credit in extended learning.\u003c/p>\n\u003cp>Often, that credit isn't needed for a graduation requirement. But it does find its way onto a high school transcript as its reviewed by a college admissions office.\u003c/p>\n\u003cp>“It is important to have a college admissions officer have it on a transcript,” says Patrick Duhon, PASA's director of expanded learning, “because it's a secondary validation.”\u003c/p>\n\u003cp>PASA has also succeeded in convincing Rhode Island College to include a section for students to link to their individual badges to a common college application after personally visiting the school to show the development of their badges.\u003c/p>\n\u003cp>“We would like to get to a place where all the colleges in Rhode Island would accept that,” said Hillary Salmons, PASA's executive director. “But we're building this and flying this. We don't have the opportunity to go to every other admissions office and introduce this conceptually.”\u003c/p>\n\u003cp>Meanwhile, \u003ca href=\"http://www.digitalonramps.com/\">Digital On-Ramps\u003c/a>, an initiative in Philadelphia focused on delivering career-focused training via online and mobile content, is using badges to help apply a credential to the skills learned by its users in three areas: 21st-Century skills and digital literacy; professional vocational certifications; and community leadership.\u003c/p>\n\u003cp>Initiative organizer Lisa Nutter, the president at nonprofit youth development organization Philadelphia Academies Inc. and wife of city mayor Michael Nutter, says the badge process will only be successful with a concerted effort to explain it to community schools and businesses.\u003c/p>\n\u003cp>“We basically have been preparing ourselves to put in a lot of energy in capacity building around this, both inside and outside of schools,” Nutter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here's a look at a few other badges in development and the weight they are expected to carry:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>NASA\u003c/strong> is working on launching badges in robotics and in the STEM fields to be earned through working with NASA content and used to identify candidates for internships and jobs.\u003c/li>\n\u003cli>\u003cstrong>The Manufacturing Institute\u003c/strong> is developing a badge to be earned by current workers and students to demonstrate skills necessary to succeed in an advanced manufacturing job or internship.\u003c/li>\n\u003cli>\u003cstrong>The Intel Society for Science and the Public\u003c/strong> is developing badges to affirm and evaluate scientific research and tie it to professional and academic skills.\u003c/li>\n\u003cli>\u003cstrong>Carnegie Mellon\u003c/strong> is developing badges that will eventually be issued on a curricular path that terminates in certifications recognized by computer science and STEM industries.\u003c/li>\n\u003cli>\u003cstrong>Badges for Vets\u003c/strong> is creating a series of badges that will help offer civilian-applicable credentials for professional skills learned through military training.\u003c/li>\n\u003c/ul>\n\n",
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"description": "After 18 months in the darkness of beta world, Mozilla's Open Badges project stepped out into the light recently with the unveiling of Open Badges 1.0. But will the concept of organizations bestowing their own virtual endorsements for the mastery of skills hold up to critical examination from a world that, even in an information",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27942\" class=\"wp-caption left\" style=\"max-width: 243px\">\u003cimg class=\"size-full wp-image-27942\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/Screen-Shot-2013-03-22-at-2.14.49-PM.png\" alt=\"Screen Shot 2013-03-22 at 2.14.49 PM\" width=\"243\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>After 18 months in the darkness of beta world, Mozilla's Open Badges project stepped out into the light recently with the unveiling of \u003ca href=\"http://openbadges.org/\">Open Badges 1.0\u003c/a>.\u003c/p>\n\u003cp>But will the concept of organizations bestowing their own virtual endorsements for the mastery of skills hold up to critical examination from a world that, even in an information economy, demands most of its skilled workers hold a framed degree?\u003c/p>\n\u003cp>\u003ca href=\"http://openbadges.org/community/\">The list\u003c/a> of more than 600 badge-creating and -designing partners would suggest so. Especially when that list includes names familiar even to digital-phobes, like the Corporation for Public Broadcasting, multiple branches of the Smithsonian, NASA, and Disney-Pixar.\u003c/p>\n\u003cp>Yet even Erin Knight, the Mozilla Foundation's senior director of learning, concedes it may be a while before badges resonate the same as a resume to an admissions or recruiting office, even if badges have the potential to be more authentic and certifiable.\u003c/p>\n\u003cp>“I don't see badges replacing degrees as something that is going to happen tomorrow,” Knight says. “But I see it as more incremental.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The idea behind Mozilla's project, Knight says, is to create a common currency of how badges are structured and discussed. While Mozilla can't -- nor does it want to -- control the quality of the elements required for badges listed within its project, it does require every badge to provide authentication for the organization issuing the badge and for the user receiving it, as well as a link to the criteria needed to earn it and the evidence of the learner meeting that criteria.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don't see badges replacing degrees as something that is going to happen tomorrow. But I see it as more incremental.”\u003c/strong>\u003c/aside>\n\u003cp>But the first incremental step to fostering a public understanding of what badges can offer may not be a top-down, widespread knowledge of the anatomy of a badge. Instead, judging by the stories of a few of Mozilla's early partners, it may be local organizations explaining and publicizing their badge system to partner organizations they trust.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.mypasa.org/\">Providence After School Alliance\u003c/a>, or PASA, in Providence, Rhode Island, has reached an agreement with the city school district that badges issued to high school students for the \u003c!--more-->completion of a semester-long course will count as a high school credit in extended learning.\u003c/p>\n\u003cp>Often, that credit isn't needed for a graduation requirement. But it does find its way onto a high school transcript as its reviewed by a college admissions office.\u003c/p>\n\u003cp>“It is important to have a college admissions officer have it on a transcript,” says Patrick Duhon, PASA's director of expanded learning, “because it's a secondary validation.”\u003c/p>\n\u003cp>PASA has also succeeded in convincing Rhode Island College to include a section for students to link to their individual badges to a common college application after personally visiting the school to show the development of their badges.\u003c/p>\n\u003cp>“We would like to get to a place where all the colleges in Rhode Island would accept that,” said Hillary Salmons, PASA's executive director. “But we're building this and flying this. We don't have the opportunity to go to every other admissions office and introduce this conceptually.”\u003c/p>\n\u003cp>Meanwhile, \u003ca href=\"http://www.digitalonramps.com/\">Digital On-Ramps\u003c/a>, an initiative in Philadelphia focused on delivering career-focused training via online and mobile content, is using badges to help apply a credential to the skills learned by its users in three areas: 21st-Century skills and digital literacy; professional vocational certifications; and community leadership.\u003c/p>\n\u003cp>Initiative organizer Lisa Nutter, the president at nonprofit youth development organization Philadelphia Academies Inc. and wife of city mayor Michael Nutter, says the badge process will only be successful with a concerted effort to explain it to community schools and businesses.\u003c/p>\n\u003cp>“We basically have been preparing ourselves to put in a lot of energy in capacity building around this, both inside and outside of schools,” Nutter said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here's a look at a few other badges in development and the weight they are expected to carry:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>NASA\u003c/strong> is working on launching badges in robotics and in the STEM fields to be earned through working with NASA content and used to identify candidates for internships and jobs.\u003c/li>\n\u003cli>\u003cstrong>The Manufacturing Institute\u003c/strong> is developing a badge to be earned by current workers and students to demonstrate skills necessary to succeed in an advanced manufacturing job or internship.\u003c/li>\n\u003cli>\u003cstrong>The Intel Society for Science and the Public\u003c/strong> is developing badges to affirm and evaluate scientific research and tie it to professional and academic skills.\u003c/li>\n\u003cli>\u003cstrong>Carnegie Mellon\u003c/strong> is developing badges that will eventually be issued on a curricular path that terminates in certifications recognized by computer science and STEM industries.\u003c/li>\n\u003cli>\u003cstrong>Badges for Vets\u003c/strong> is creating a series of badges that will help offer civilian-applicable credentials for professional skills learned through military training.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27920\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660140011/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27920\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660140011_60f066dd02_z-620x404.jpg\" alt=\"6660140011_60f066dd02_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">When St. Louis fifth-grade teacher Jenny Kavanaugh teaches history, she uses her laptop to look at a map, or to give kids a virtual tour of the historical landmarks they're studying. “Students can interact with history in very cool ways online,” she said.\u003c/p>\n\u003cp>But when it’s time for math, she puts the computer away. Even though Kavanaugh thinks technology is a great tool to enhance and deepen certain lessons,\u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\"> for drill and practice of key concepts in class\u003c/a>, she finds one-on-one practice to be much more effective than its technological equivalent - digital practice games.\u003c/p>\n\u003cp>“The goal is that a student can do division problems with speed and accuracy, and can also describe to me exactly what division is,\" she said. \"I have found that my advanced students can move past division of fractions in the online game, indicating mastery, but when I ask for a verbal description of what it is they are really doing – what \u003cem>is\u003c/em> the division of fractions, or when would you use that in the real world? – they have no idea. I think that the rote practice is wasted time if the student does not have that conceptual understanding first. Many online games do not teach that part of math as well.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/strong>\u003c/aside>\n\u003cp>While experts like Gary Stager, founder of the \u003ca href=\"http://constructingmodernknowledge.com/cmk08/?page_id=212\">Constructing Modern Knowledge Summer Institute\u003c/a>,\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\"> recommend that computers\u003c/a> be used to add “deep and meaningful experiences” to teachers’ lessons, much of what the \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">91percent of teachers with access to computers\u003c/a> are doing may be just the opposite.\u003c/p>\n\u003cp>According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games, while a Joan Ganz Cooney study showed that nearly \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">50 percent of teachers use digital games in class\u003c/a>. But with nearly half of all classroom computer time dedicated to games -- many of which are played to reinforce basic skills like phonics, spelling or multiplication \u003c!--more-->tables -- some teachers are wondering if games really are innovative techniques used to enhance student learning. Or are they just flashy, colorful ways of dishing out more of the same?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While Kavanaugh encourages online games for students’ home practice, especially for math, in the classroom she thinks that old-fashioned interaction between humans makes for deeper understanding. She says, in her experience, kids are learning more math from hands-on activities than computers. “What they truly love is to get out of their desks and act things out,” she said. “I think many technological learning tools seem to bring out...how do I say this?...a backseat way of thinking from my students. Part of their brains seem to disconnect.\"\u003c/p>\n\u003cp>Kavanaugh observes that when her students are up doing an activity or engaging in serious problem-solving, they're much more proactive and aggressive with their learning, and with the things they produce. \"Imagine the difference between a student who's playing an online math video game and a student who's sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,\" she said. \"There is no comparison.”\u003c/p>\n\u003cp style=\"text-align: left\">When comparing digital learning games to teacher instruction, the first thing to realize, said Marc Prensky, author of \u003ca href=\"http://www.amazon.com/Teaching-Digital-Natives-Partnering-Learning/dp/1412975417\">\u003cem>Teaching Digital Natives\u003c/em>\u003c/a>\u003cem>, \u003c/em>is that not all games are created equally. “Games, like teachers, come in a wide variety of ‘goodness.’ Unfortunately, most games are not good. In fact, most are bad, often drill in disguise.” The second, Prensky pointed out, is that teachers may not necessarily know how to use games in classrooms most effectively. “There are many ways to do this [use games effectively], but letting kids sit and play games individually is not one of them. The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\">Can Repetitive Exercises Feed the Creative Process?\u003c/a>]\u003c/p>\n\u003cp>Prensky said another question teachers need to ask when looking at using online games in class is \u003cem>what\u003c/em> they want students to get good at. For teaching curriculum, he said, there are very few games that do it well. “This is partly because games lend themselves to skills rather than stuff, and the curriculum is mostly about stuff. In games, ‘stuff’ is learned—as it is in life outside school— mostly incidentally, as background to achieving goals. So, for example, l know that the capital of Sri Lanka is Colombo because I chased Carmen Sandiego there.”\u003c/p>\n\u003ch4>DIFFERENCE IN QUALITY\u003c/h4>\n\u003cp>One game that holds the promise of achieving all the complex goals educators is \u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>, the learning version of the popular city-management game due to be released in the fall of this year. Michael John, Game Director for \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a>, the nonprofit creating the game, said that, in reality, most practice games are not that fun or interesting for kids. “I would say that most of the drill-type games I have seen and played have fallen very far toward the Tetris end of the spectrum. They're repetitive, self-similar, and to be honest, pretty dull.”\u003c/p>\n\u003cfigure id=\"attachment_27926\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141777/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-27926\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660141777_f3c5978a8e-300x225.jpg\" alt=\"6660141777_f3c5978a8e\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>But as a learning game, SimCityEDU wants to offer much more than drill -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">student players will be assessing data\u003c/a>, interpreting information, taking documentation, and like many complex games, will have the ability to level-up when certain skills are mastered. The game has the ability to make formative assessments along the way that are also aligned with Common Core State Standards; teachers can use an online tool to see whether children have mastered the necessary skills.\u003c/p>\n\u003cp>It’s the ability to gather such specific data, says Nashville elementary educator and \u003ca href=\"http://southernalpha.com/author/dannemes/\">ed tech writer\u003c/a> Dan Nemes, that makes online learning games so helpful, even the drill-and-practice kind. As far as being innovative on the learning front, Nemes questions whether a computer game can really replace a great teacher, but acknowledges that not all children have access to a great teacher.\u003c/p>\n\u003cp>“That question of environment is the real kicker,\" Nemes said. \"Ed Tech provides access. That can't be argued. Many of the folks who are developing programs to help children learn are, in my view, saying, ‘The offline world has failed a large number of children. Children don't have the space and time and tools they need to learn, so I've created a virtual world in which they can learn.’ They want to leverage data and ready-made lessons (some of them made by great teachers) to lessen the inequality so many children face.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>The most effective use of the iPad is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/strong>\u003c/aside>\n\u003cp>Michael John is quick to point out that SimCityEDU, or any learning game, no matter how challenging and complex, is in no way out to replace individual attention given by real teachers, and called the idea “folly.” He said the game “should work in tandem with a human teacher, and we are investing a lot of creative and technological energy in creating views for the teacher into the students' activity and even giving them some control over that activity - the ideal learning environment is assumed to be in the presence of a human teacher. So the audience for our formative assessment data, even if it works perfectly, is the teacher every bit as much as the student.”\u003c/p>\n\u003ch4>\u003cstrong>MORE RESEARCH NEEDED\u003c/strong>\u003c/h4>\n\u003cp>As we are just entering the era of digital games and learning, research is still scant. The\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\"> Joan Ganz Cooney Center\u003c/a> recently released an in-depth analysis of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">how schools are using games for learning,\u003c/a> and other organizations are starting to tackle this broad, complicated subject. Williams College sophomore Mpaza Kapembwa is part of an education class that received a Verizon grant to write a fourth-grade science curriculum for low-income students using iPads, recording whether or not students are more engaged when using the iPad versus non-digital methods. The most effective use of the iPad so far, Mpaza said, is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/p>\n\u003cp>But this summer, Mpaza’s research will focus on turning all physical worksheets into practice on the iPad, and will inevitably turn part of the curriculum toward digital games. “We are very cautious not to replace one with the other, it’s very challenging because when they’ve got the iPad in front of them, they just want to play,\" he said. \"We do let them play in the very beginning, but then try to get them used to the fact that this is not a toy. This is work.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective In Schools\u003c/a>?]\u003c/p>\n\u003cp>Dan Nemes agrees that, when kids are playing games on iPads or other digital gadgets, it can be hard for them to remember that they are working -- a different but important kind of “backseat thinking.”\u003c/p>\n\u003cp>“Even at its most active, swiping and clicking are passive approaches to learning,\" he said. \"Using a pencil -- the smell of the wood and lead, the indentation on your pointer, the sound of the scratch on the page -- gives a child the sense of doing hard work. And learning is hard work. The tools children use to manipulate and change the world and their own neural pathways should reflect the profundity of that phenomenon; we should have some blisters, form calluses, break a sweat. Computer games don't demand that from children.”\u003c/p>\n\u003cp>The feeling of work, Michael John said, is important to kids when playing a digital learning game, too, something they found out when testing SimCityEDU on middle schoolers. And that work feeling may be what helps kids distinguish between entertainment games and ones that are for learning. “If they understand that their role is to learn, and to think in the context of school, they seem to be almost primed with an expectation of a higher workload.”\u003c/p>\n\u003cp>Even as he innovates new ways of using digital games expressly designed for student learning, John’s overall comments on learning and gaming seemed to reflect a feeling that computer games, whether drill-and-practice or complex, are meant to enhance, not replace, other more human learning experiences. He doesn’t seem at all concerned that drill-and-practice digital games will replace hands-on teacher-led techniques. Nemes’ comment about the sensory experience of holding a pencil was quite personal to him, and John called it “poignant.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“As an old-school game designer, I am accustomed to doing my work on graph paper and using mechanical pencils.” While John has come to accept that all of his games are now programmed using spreadsheets and vector drawing software, he also understands the value of hands-on. “I do still value the tactile sense of the pencil however, and keep a pad of graph paper on my desk at all times, and I hope that at least for me, that never goes away.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27920\" class=\"wp-caption left\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660140011/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27920\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660140011_60f066dd02_z-620x404.jpg\" alt=\"6660140011_60f066dd02_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Holly Korbey\u003c/h5>\n\u003cp class=\"dropcap-serif\">When St. Louis fifth-grade teacher Jenny Kavanaugh teaches history, she uses her laptop to look at a map, or to give kids a virtual tour of the historical landmarks they're studying. “Students can interact with history in very cool ways online,” she said.\u003c/p>\n\u003cp>But when it’s time for math, she puts the computer away. Even though Kavanaugh thinks technology is a great tool to enhance and deepen certain lessons,\u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\"> for drill and practice of key concepts in class\u003c/a>, she finds one-on-one practice to be much more effective than its technological equivalent - digital practice games.\u003c/p>\n\u003cp>“The goal is that a student can do division problems with speed and accuracy, and can also describe to me exactly what division is,\" she said. \"I have found that my advanced students can move past division of fractions in the online game, indicating mastery, but when I ask for a verbal description of what it is they are really doing – what \u003cem>is\u003c/em> the division of fractions, or when would you use that in the real world? – they have no idea. I think that the rote practice is wasted time if the student does not have that conceptual understanding first. Many online games do not teach that part of math as well.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/strong>\u003c/aside>\n\u003cp>While experts like Gary Stager, founder of the \u003ca href=\"http://constructingmodernknowledge.com/cmk08/?page_id=212\">Constructing Modern Knowledge Summer Institute\u003c/a>,\u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\"> recommend that computers\u003c/a> be used to add “deep and meaningful experiences” to teachers’ lessons, much of what the \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">91percent of teachers with access to computers\u003c/a> are doing may be just the opposite.\u003c/p>\n\u003cp>According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games, while a Joan Ganz Cooney study showed that nearly \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">50 percent of teachers use digital games in class\u003c/a>. But with nearly half of all classroom computer time dedicated to games -- many of which are played to reinforce basic skills like phonics, spelling or multiplication \u003c!--more-->tables -- some teachers are wondering if games really are innovative techniques used to enhance student learning. Or are they just flashy, colorful ways of dishing out more of the same?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Kavanaugh encourages online games for students’ home practice, especially for math, in the classroom she thinks that old-fashioned interaction between humans makes for deeper understanding. She says, in her experience, kids are learning more math from hands-on activities than computers. “What they truly love is to get out of their desks and act things out,” she said. “I think many technological learning tools seem to bring out...how do I say this?...a backseat way of thinking from my students. Part of their brains seem to disconnect.\"\u003c/p>\n\u003cp>Kavanaugh observes that when her students are up doing an activity or engaging in serious problem-solving, they're much more proactive and aggressive with their learning, and with the things they produce. \"Imagine the difference between a student who's playing an online math video game and a student who's sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,\" she said. \"There is no comparison.”\u003c/p>\n\u003cp style=\"text-align: left\">When comparing digital learning games to teacher instruction, the first thing to realize, said Marc Prensky, author of \u003ca href=\"http://www.amazon.com/Teaching-Digital-Natives-Partnering-Learning/dp/1412975417\">\u003cem>Teaching Digital Natives\u003c/em>\u003c/a>\u003cem>, \u003c/em>is that not all games are created equally. “Games, like teachers, come in a wide variety of ‘goodness.’ Unfortunately, most games are not good. In fact, most are bad, often drill in disguise.” The second, Prensky pointed out, is that teachers may not necessarily know how to use games in classrooms most effectively. “There are many ways to do this [use games effectively], but letting kids sit and play games individually is not one of them. The best, complex games require specialized teacher knowledge, interest and skills to use effectively.”\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\">Can Repetitive Exercises Feed the Creative Process?\u003c/a>]\u003c/p>\n\u003cp>Prensky said another question teachers need to ask when looking at using online games in class is \u003cem>what\u003c/em> they want students to get good at. For teaching curriculum, he said, there are very few games that do it well. “This is partly because games lend themselves to skills rather than stuff, and the curriculum is mostly about stuff. In games, ‘stuff’ is learned—as it is in life outside school— mostly incidentally, as background to achieving goals. So, for example, l know that the capital of Sri Lanka is Colombo because I chased Carmen Sandiego there.”\u003c/p>\n\u003ch4>DIFFERENCE IN QUALITY\u003c/h4>\n\u003cp>One game that holds the promise of achieving all the complex goals educators is \u003ca href=\"http://www.simcity.com/en_US/simcityedu\">SimCityEDU\u003c/a>, the learning version of the popular city-management game due to be released in the fall of this year. Michael John, Game Director for \u003ca href=\"http://www.instituteofplay.org/2012/06/glass-lab-transforming-learning-and-assessment-through-digital-games/\">GlassLab\u003c/a>, the nonprofit creating the game, said that, in reality, most practice games are not that fun or interesting for kids. “I would say that most of the drill-type games I have seen and played have fallen very far toward the Tetris end of the spectrum. They're repetitive, self-similar, and to be honest, pretty dull.”\u003c/p>\n\u003cfigure id=\"attachment_27926\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660141777/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-27926\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/6660141777_f3c5978a8e-300x225.jpg\" alt=\"6660141777_f3c5978a8e\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>But as a learning game, SimCityEDU wants to offer much more than drill -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">student players will be assessing data\u003c/a>, interpreting information, taking documentation, and like many complex games, will have the ability to level-up when certain skills are mastered. The game has the ability to make formative assessments along the way that are also aligned with Common Core State Standards; teachers can use an online tool to see whether children have mastered the necessary skills.\u003c/p>\n\u003cp>It’s the ability to gather such specific data, says Nashville elementary educator and \u003ca href=\"http://southernalpha.com/author/dannemes/\">ed tech writer\u003c/a> Dan Nemes, that makes online learning games so helpful, even the drill-and-practice kind. As far as being innovative on the learning front, Nemes questions whether a computer game can really replace a great teacher, but acknowledges that not all children have access to a great teacher.\u003c/p>\n\u003cp>“That question of environment is the real kicker,\" Nemes said. \"Ed Tech provides access. That can't be argued. Many of the folks who are developing programs to help children learn are, in my view, saying, ‘The offline world has failed a large number of children. Children don't have the space and time and tools they need to learn, so I've created a virtual world in which they can learn.’ They want to leverage data and ready-made lessons (some of them made by great teachers) to lessen the inequality so many children face.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>The most effective use of the iPad is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/strong>\u003c/aside>\n\u003cp>Michael John is quick to point out that SimCityEDU, or any learning game, no matter how challenging and complex, is in no way out to replace individual attention given by real teachers, and called the idea “folly.” He said the game “should work in tandem with a human teacher, and we are investing a lot of creative and technological energy in creating views for the teacher into the students' activity and even giving them some control over that activity - the ideal learning environment is assumed to be in the presence of a human teacher. So the audience for our formative assessment data, even if it works perfectly, is the teacher every bit as much as the student.”\u003c/p>\n\u003ch4>\u003cstrong>MORE RESEARCH NEEDED\u003c/strong>\u003c/h4>\n\u003cp>As we are just entering the era of digital games and learning, research is still scant. The\u003ca href=\"http://www.joanganzcooneycenter.org/publication/games-for-a-digital-age/\"> Joan Ganz Cooney Center\u003c/a> recently released an in-depth analysis of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">how schools are using games for learning,\u003c/a> and other organizations are starting to tackle this broad, complicated subject. Williams College sophomore Mpaza Kapembwa is part of an education class that received a Verizon grant to write a fourth-grade science curriculum for low-income students using iPads, recording whether or not students are more engaged when using the iPad versus non-digital methods. The most effective use of the iPad so far, Mpaza said, is not digital games, but more hands-on techniques, like using apps that build presentations or take video and slow it down to demonstrate a particular physics concept.\u003c/p>\n\u003cp>But this summer, Mpaza’s research will focus on turning all physical worksheets into practice on the iPad, and will inevitably turn part of the curriculum toward digital games. “We are very cautious not to replace one with the other, it’s very challenging because when they’ve got the iPad in front of them, they just want to play,\" he said. \"We do let them play in the very beginning, but then try to get them used to the fact that this is not a toy. This is work.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective In Schools\u003c/a>?]\u003c/p>\n\u003cp>Dan Nemes agrees that, when kids are playing games on iPads or other digital gadgets, it can be hard for them to remember that they are working -- a different but important kind of “backseat thinking.”\u003c/p>\n\u003cp>“Even at its most active, swiping and clicking are passive approaches to learning,\" he said. \"Using a pencil -- the smell of the wood and lead, the indentation on your pointer, the sound of the scratch on the page -- gives a child the sense of doing hard work. And learning is hard work. The tools children use to manipulate and change the world and their own neural pathways should reflect the profundity of that phenomenon; we should have some blisters, form calluses, break a sweat. Computer games don't demand that from children.”\u003c/p>\n\u003cp>The feeling of work, Michael John said, is important to kids when playing a digital learning game, too, something they found out when testing SimCityEDU on middle schoolers. And that work feeling may be what helps kids distinguish between entertainment games and ones that are for learning. “If they understand that their role is to learn, and to think in the context of school, they seem to be almost primed with an expectation of a higher workload.”\u003c/p>\n\u003cp>Even as he innovates new ways of using digital games expressly designed for student learning, John’s overall comments on learning and gaming seemed to reflect a feeling that computer games, whether drill-and-practice or complex, are meant to enhance, not replace, other more human learning experiences. He doesn’t seem at all concerned that drill-and-practice digital games will replace hands-on teacher-led techniques. Nemes’ comment about the sensory experience of holding a pencil was quite personal to him, and John called it “poignant.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“As an old-school game designer, I am accustomed to doing my work on graph paper and using mechanical pencils.” While John has come to accept that all of his games are now programmed using spreadsheets and vector drawing software, he also understands the value of hands-on. “I do still value the tactile sense of the pencil however, and keep a pad of graph paper on my desk at all times, and I hope that at least for me, that never goes away.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Internet Access for All: A New Program Targets Low-Income Students",
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"content": "\u003cdiv id=\"attachment_27843\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27843\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/connection-620x371.gif\" alt=\"connection\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Technology has often been called a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">democratizer in education\u003c/a>, allowing students from all backgrounds to access the same resources and tools. Others see potential for technology to do great harm, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">widening an already substantial achievement gap\u003c/a> related to issues of equity. Access to technology costs money and some fear lower-income schools and students will lag behind the frenzy for newer and better devices, faster connectivity and effective teacher training on digital tools.\u003c/p>\n\u003cp>\u003ca href=\"http://www.everyoneon.org/\">EveryoneOn\u003c/a> is one attempt to make sure that doesn’t happen. The campaign, coordinated by the non-profit \u003ca href=\"http://www.connect2compete.org/\">Connect2Compete\u003c/a>, launched today brings together partners from both the public and private sectors to address some of the most vexing aspects of the digital divide. The program offers low-cost devices and Internet service, as well as access to digital literacy training programs around the country, hoping to give access to the estimated 100 million Americans who have no broadband connection at home and another 62 million who don’t use the Internet at all.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our goal is 30 million connected in three years.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“The consensus is that a big piece of how we are going to work in classrooms is with digital tools, both in class and at home,” said Zach Leverenz, CEO of Connect2Compete. Kids living in homes without the Internet are increasingly at a disadvantage as coursework and workplace skills become more dependent on technology. To help students get access to the Internet at home, the group is working with major Internet providers Comcast and Cox Communications to offer low cost Internet. Families with K-12 students eligible for free or reduced lunch can get a free router and \u003c!--more-->unlimited Internet service for less than $10 per month. And there’s a deal for households with no kids too: half off the cost of the router and $10 for 12 gigabits of Internet service per month. If a family lives in a zip code with a median income of $35,000 or less it immediately qualifies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/bridging-the-digital-divide-in-rural-schools/\">Bridging the Digital Divide in Rural Schools\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">]\u003c/a>\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Access is a basic right. It’s the same as roads or clean water or electricity,” said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">SXSWEdu session recently\u003c/a>. “Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren’t going to use it right, we’re no better than governments who take away voting rights from minorities.”\u003c/p>\n\u003cp>The program is offering deals on devices, too – 70 percent discounts on PC desktop and laptop computers, and a similar offer for tablets coming in the summer of this year. The hope is that by providing low-income families with affordable devices and Internet, cost will no longer be the prohibitive barrier that it has become. Kids can use the Internet for school and adults might learn that things like searching for a job are made easier when connected.\u003c/p>\n\u003cp>But cost is not the only barrier. Many people don’t understand how the Internet could benefit their lives or how to use it. That’s why the campaign includes a media blitz through radio, TV, and print publications that target the population they are trying to reach. The ads feature first person narratives of digital literacy improving quality of life.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They are bringing people together who have power to make huge shifts and huge changes if they can be brought in.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>One of the biggest pieces of this initiative is providing digital literacy training. Using a network of partners already skilled in digital inclusion work, the campaign is working with 21,000 libraries and training centers that offer digital literacy trainings. The “EveryoneOn” website offers a\u003ca href=\"http://www.everyoneon.org/page/getting-started/\"> locator tool\u003c/a>, and information is available by texting \"Connect\" to 30364.\u003c/p>\n\u003cp>Connect2Compete is the organizing force, aggregating the resources specifically targeted at the populations they want to reach based on research on connectivity.\u003c/p>\n\u003cp>Leverenz is aware that the companies involved stand to profit from the initiative and he’s okay with that. Signing up 100 million new Internet users could mean big profits for Internet providers and device makers, even at discounted rates, but for Leverenz, the goal is connectivity.\u003c/p>\n\u003cp>“Our goal is 30 million connected in three years,” Leverenz said. “If we haven’t substantially moved the needle then we shouldn't be doing it at all.” He’d like to see this offer snowball into a bigger movement that recognizes how crucial access will be to equity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">By the Numbers: Teachers, Tech, and the Digital Divide\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The Department of Education has been using its bullhorn to help get the word out about the initiative, although it has no role in financing the effort. “They are leveraging this public-private partnership in a pretty unique way,” said Richard Culatta, acting director of the \u003ca href=\"http://www.ed.gov/edblogs/technology/\">Office of Education Technology\u003c/a>. “They are bringing people together who have power to make huge shifts and huge changes if they can be brought in.”\u003c/p>\n\u003cp>The DOE sees Internet access as one important piece of their larger plan to leverage digital technologies to personalize learning, help students and their parents use data to make informed educational choices and improve connectivity in schools.\u003c/p>\n\u003cp>“We've been waiting for a long time for an alignment of digital stars and I think we’re actually getting to this point where it’s all coming together to provide really incredible learning experiences,” Culatta said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The EveryoneOn website will serve as a portal for newly connected users. It will host educational content as well as employment search tools and digital literacy materials. The site is meant to offer a friendly way for new users to become acquainted with some of what's on the web.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27843\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-27843\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/connection-620x371.gif\" alt=\"connection\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Technology has often been called a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">democratizer in education\u003c/a>, allowing students from all backgrounds to access the same resources and tools. Others see potential for technology to do great harm, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">widening an already substantial achievement gap\u003c/a> related to issues of equity. Access to technology costs money and some fear lower-income schools and students will lag behind the frenzy for newer and better devices, faster connectivity and effective teacher training on digital tools.\u003c/p>\n\u003cp>\u003ca href=\"http://www.everyoneon.org/\">EveryoneOn\u003c/a> is one attempt to make sure that doesn’t happen. The campaign, coordinated by the non-profit \u003ca href=\"http://www.connect2compete.org/\">Connect2Compete\u003c/a>, launched today brings together partners from both the public and private sectors to address some of the most vexing aspects of the digital divide. The program offers low-cost devices and Internet service, as well as access to digital literacy training programs around the country, hoping to give access to the estimated 100 million Americans who have no broadband connection at home and another 62 million who don’t use the Internet at all.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Our goal is 30 million connected in three years.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“The consensus is that a big piece of how we are going to work in classrooms is with digital tools, both in class and at home,” said Zach Leverenz, CEO of Connect2Compete. Kids living in homes without the Internet are increasingly at a disadvantage as coursework and workplace skills become more dependent on technology. To help students get access to the Internet at home, the group is working with major Internet providers Comcast and Cox Communications to offer low cost Internet. Families with K-12 students eligible for free or reduced lunch can get a free router and \u003c!--more-->unlimited Internet service for less than $10 per month. And there’s a deal for households with no kids too: half off the cost of the router and $10 for 12 gigabits of Internet service per month. If a family lives in a zip code with a median income of $35,000 or less it immediately qualifies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/bridging-the-digital-divide-in-rural-schools/\">Bridging the Digital Divide in Rural Schools\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">]\u003c/a>\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“Access is a basic right. It’s the same as roads or clean water or electricity,” said Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas during a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">SXSWEdu session recently\u003c/a>. “Those are [accessible] here in this country because we expect it. The same thing should apply to the Internet. The Internet is about empowerment. If we take away this access because we think certain people aren’t going to use it right, we’re no better than governments who take away voting rights from minorities.”\u003c/p>\n\u003cp>The program is offering deals on devices, too – 70 percent discounts on PC desktop and laptop computers, and a similar offer for tablets coming in the summer of this year. The hope is that by providing low-income families with affordable devices and Internet, cost will no longer be the prohibitive barrier that it has become. Kids can use the Internet for school and adults might learn that things like searching for a job are made easier when connected.\u003c/p>\n\u003cp>But cost is not the only barrier. Many people don’t understand how the Internet could benefit their lives or how to use it. That’s why the campaign includes a media blitz through radio, TV, and print publications that target the population they are trying to reach. The ads feature first person narratives of digital literacy improving quality of life.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“They are bringing people together who have power to make huge shifts and huge changes if they can be brought in.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>One of the biggest pieces of this initiative is providing digital literacy training. Using a network of partners already skilled in digital inclusion work, the campaign is working with 21,000 libraries and training centers that offer digital literacy trainings. The “EveryoneOn” website offers a\u003ca href=\"http://www.everyoneon.org/page/getting-started/\"> locator tool\u003c/a>, and information is available by texting \"Connect\" to 30364.\u003c/p>\n\u003cp>Connect2Compete is the organizing force, aggregating the resources specifically targeted at the populations they want to reach based on research on connectivity.\u003c/p>\n\u003cp>Leverenz is aware that the companies involved stand to profit from the initiative and he’s okay with that. Signing up 100 million new Internet users could mean big profits for Internet providers and device makers, even at discounted rates, but for Leverenz, the goal is connectivity.\u003c/p>\n\u003cp>“Our goal is 30 million connected in three years,” Leverenz said. “If we haven’t substantially moved the needle then we shouldn't be doing it at all.” He’d like to see this offer snowball into a bigger movement that recognizes how crucial access will be to equity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\">By the Numbers: Teachers, Tech, and the Digital Divide\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The Department of Education has been using its bullhorn to help get the word out about the initiative, although it has no role in financing the effort. “They are leveraging this public-private partnership in a pretty unique way,” said Richard Culatta, acting director of the \u003ca href=\"http://www.ed.gov/edblogs/technology/\">Office of Education Technology\u003c/a>. “They are bringing people together who have power to make huge shifts and huge changes if they can be brought in.”\u003c/p>\n\u003cp>The DOE sees Internet access as one important piece of their larger plan to leverage digital technologies to personalize learning, help students and their parents use data to make informed educational choices and improve connectivity in schools.\u003c/p>\n\u003cp>“We've been waiting for a long time for an alignment of digital stars and I think we’re actually getting to this point where it’s all coming together to provide really incredible learning experiences,” Culatta said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The EveryoneOn website will serve as a portal for newly connected users. It will host educational content as well as employment search tools and digital literacy materials. The site is meant to offer a friendly way for new users to become acquainted with some of what's on the web.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.indiebound.org/book/9780399159961\">\u003cimg class=\"alignleft size-full wp-image-27797\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/97803991599611.jpg\" alt=\"9780399159961\" width=\"286\" height=\"392\">\u003c/a>Dale Stephens, founder of \u003ca href=\"http://www.uncollege.org\">UnCollege\u003c/a>, a movement that challenges the notion that \"college is the only path to success,\" has some advice for students who are willing to take \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/study-path-through-college-is-indirect-and-stressful-for-many-students/\">the nontraditional route between school and work\u003c/a>.\u003c/p>\n\u003cp>In his book, \u003ca href=\"http://www.indiebound.org/book/9780399159961\">Hacking Your Education\u003c/a>, Stephens outlines a path that he says will allow students to \"ditch the lectures, save tens of thousands, and learn more than your peers ever will.\"\u003c/p>\n\u003cp>Below, a few excerpts from the book, among many useful ideas called \"Hack of the Day\" that are sprinkled throughout the book among personal anecdotes.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Crash a Class\u003c/h4>\n\u003cp>This hack is pretty easy; I want you to do what I did at community college and what Kirill did at Stanford. I want you to go to a university that you don’t attend and show up for a class. It doesn’t matter which university, and it doesn’t matter what class. I can’t guarantee what you’re going to learn, but I can guarantee that you’re going to learn more by crashing a class than you would sitting at home on Facebook.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Identify a university near you.\u003c/strong> \u003ca href=\"http://www.collegeboard.com\">CollegeBoard\u003c/a> is helpful for this.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Go onto the university’s website and look up the course schedule.\u003c/strong> Choose a class that interests you and note the time. You can find the course catalogs on the university website that will list the time and location of classes.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Be sure to choose classes that are in big lecture halls\u003c/strong> so no one will notice or care that you drop in.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Show up to the next class.\u003c/strong> Participate in class. Pretend you’re a student. Ask a fellow student what last week’s homework assignment was.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. If you enjoyed the class, go again.\u003c/strong> If not, choose a different class and repeat until you find a class you enjoy.\u003c/p>\n\u003cdiv>\n\u003ch4>\u003c!--more-->\u003c/h4>\n\u003ch4>\u003c/h4>\n\u003ch4>Reach Out to an Expert\u003c/h4>\n\u003cp>If you aren’t enrolled in college, you can easily seek mentorship, guidance, and advice from professors. Office hours are open to anyone, not just students. If you’re genuinely interested in learning, professors are often happy to share their knowledge, no matter if you’re a student or not. Universities post directories of their faculty public on their websites, so you can easily find email addresses and sometimes even phone numbers. I know there is a subject that you’d love to learn more about. Is it biology? English? History? Math? Whatever it is, chances are that your local university has someone that knows about it.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Identify the subject\u003c/strong> for which you want to speak to an expert.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Find a local university.\u003c/strong> \u003ca href=\"http://www.collegeboard.com\">CollegeBoard\u003c/a> has a nice directory if you don’t already know one close to home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Browse the university’s website by department\u003c/strong>, looking for the likely experts. Sometimes this is easy: Math people are in the math department. Other times this can take more sleuthing: for example, statistics experts might be a social science department.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Once you’ve found that person,\u003c/strong> find her email address. If not already listed on the department web page, universities have a “people search” function that you can access from the home page.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Send your potential mentor an email\u003c/strong>. The key to sending such an email is twofold: Ask for a very short amount of time. Ask for something very specific.\u003c/p>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003ch4>Apply for an Incubator\u003c/h4>\n\u003cp>Increasingly, cities are becoming the new universities. With spaces like \u003ca href=\"http://www.ycombinator.com\">YCombinator\u003c/a>, \u003ca href=\"http://www.techshop.ws\">Techshop\u003c/a> and \u003ca href=\"https://generalassemb.ly\">General Assembly\u003c/a>, hackademics have lots of opportunities to come together and learn. But these aren’t the only incubators that exist; there are many others in cities around the world. Here’s how to find an incubator space near you:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Google “startup incubator in ______”\u003c/strong> and insert the name of your town or state.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Find out when the deadline to apply\u003c/strong> is, and send in an application. If you don’t have an idea now, think of one.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Even if you’re rejected early in the process\u003c/strong>, you’ll still have learned something through the process of applying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. There are incubators for specific types\u003c/strong> of companies (health companies, for example) and incubators for social enterprises. We keep a list at \u003ca href=\"http://www.uncollege.org/funding\">Uncollege\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Some incubators are very competitive;\u003c/strong> YC accepts only 2 percent of applicants. But that’s because YC is in the center of Silicon Valley. If you want a better shot at getting funding for your idea, apply to incubators in less-sexy areas: Kansas City or Minneapolis or Calgary.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.indiebound.org/book/9780399159961\">\u003cimg class=\"alignleft size-full wp-image-27797\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/97803991599611.jpg\" alt=\"9780399159961\" width=\"286\" height=\"392\">\u003c/a>Dale Stephens, founder of \u003ca href=\"http://www.uncollege.org\">UnCollege\u003c/a>, a movement that challenges the notion that \"college is the only path to success,\" has some advice for students who are willing to take \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/study-path-through-college-is-indirect-and-stressful-for-many-students/\">the nontraditional route between school and work\u003c/a>.\u003c/p>\n\u003cp>In his book, \u003ca href=\"http://www.indiebound.org/book/9780399159961\">Hacking Your Education\u003c/a>, Stephens outlines a path that he says will allow students to \"ditch the lectures, save tens of thousands, and learn more than your peers ever will.\"\u003c/p>\n\u003cp>Below, a few excerpts from the book, among many useful ideas called \"Hack of the Day\" that are sprinkled throughout the book among personal anecdotes.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Crash a Class\u003c/h4>\n\u003cp>This hack is pretty easy; I want you to do what I did at community college and what Kirill did at Stanford. I want you to go to a university that you don’t attend and show up for a class. It doesn’t matter which university, and it doesn’t matter what class. I can’t guarantee what you’re going to learn, but I can guarantee that you’re going to learn more by crashing a class than you would sitting at home on Facebook.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Identify a university near you.\u003c/strong> \u003ca href=\"http://www.collegeboard.com\">CollegeBoard\u003c/a> is helpful for this.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Go onto the university’s website and look up the course schedule.\u003c/strong> Choose a class that interests you and note the time. You can find the course catalogs on the university website that will list the time and location of classes.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Be sure to choose classes that are in big lecture halls\u003c/strong> so no one will notice or care that you drop in.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Show up to the next class.\u003c/strong> Participate in class. Pretend you’re a student. Ask a fellow student what last week’s homework assignment was.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. If you enjoyed the class, go again.\u003c/strong> If not, choose a different class and repeat until you find a class you enjoy.\u003c/p>\n\u003cdiv>\n\u003ch4>\u003c!--more-->\u003c/h4>\n\u003ch4>\u003c/h4>\n\u003ch4>Reach Out to an Expert\u003c/h4>\n\u003cp>If you aren’t enrolled in college, you can easily seek mentorship, guidance, and advice from professors. Office hours are open to anyone, not just students. If you’re genuinely interested in learning, professors are often happy to share their knowledge, no matter if you’re a student or not. Universities post directories of their faculty public on their websites, so you can easily find email addresses and sometimes even phone numbers. I know there is a subject that you’d love to learn more about. Is it biology? English? History? Math? Whatever it is, chances are that your local university has someone that knows about it.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Identify the subject\u003c/strong> for which you want to speak to an expert.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Find a local university.\u003c/strong> \u003ca href=\"http://www.collegeboard.com\">CollegeBoard\u003c/a> has a nice directory if you don’t already know one close to home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. Browse the university’s website by department\u003c/strong>, looking for the likely experts. Sometimes this is easy: Math people are in the math department. Other times this can take more sleuthing: for example, statistics experts might be a social science department.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Once you’ve found that person,\u003c/strong> find her email address. If not already listed on the department web page, universities have a “people search” function that you can access from the home page.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Send your potential mentor an email\u003c/strong>. The key to sending such an email is twofold: Ask for a very short amount of time. Ask for something very specific.\u003c/p>\n\u003cp> \u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003ch4>Apply for an Incubator\u003c/h4>\n\u003cp>Increasingly, cities are becoming the new universities. With spaces like \u003ca href=\"http://www.ycombinator.com\">YCombinator\u003c/a>, \u003ca href=\"http://www.techshop.ws\">Techshop\u003c/a> and \u003ca href=\"https://generalassemb.ly\">General Assembly\u003c/a>, hackademics have lots of opportunities to come together and learn. But these aren’t the only incubators that exist; there are many others in cities around the world. Here’s how to find an incubator space near you:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Google “startup incubator in ______”\u003c/strong> and insert the name of your town or state.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. Find out when the deadline to apply\u003c/strong> is, and send in an application. If you don’t have an idea now, think of one.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. 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"disqusTitle": "How Emotional Connections Can Trigger Creativity and Learning",
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"content": "\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"onourwatch": {
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"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?",
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"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",
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"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.",
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"possible": {
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"pri-the-world": {
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"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.",
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},
"reveal": {
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