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"content": "\u003cp class=\"dropcap-serif\">Whether teachers are using jeopardy style questions to do test prep or bringing in online games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft to teach spatial reasoning\u003c/a>, games have long been an effective way to engage kids. \u003ca href=\"http://www.weareteachers.com/community/weareteachers-blog/blog-wat/2012/11/27/what-do-teachers-think-of-game-based-learning-\">We Are Teachers\u003c/a>, an online resource for educators, surveyed teachers about how they use games and found that 67% use traditional and digital games in the classroom. Just 22% said they didn't have time to integrate digital games and 56% say they don’t have adequate access to computers for digital game time.\u003c/p>\n\u003cfigure id=\"attachment_25751\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/what-teachers-really-think-about-game-based-learning/we-are-teachers/\" rel=\"attachment wp-att-25751\">\u003cimg class=\"size-large wp-image-25751\" title=\"We are Teachers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/We-are-Teachers-620x1021.jpg\" alt=\"\" width=\"620\" height=\"1021\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Whether teachers are using jeopardy style questions to do test prep or bringing in online games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft to teach spatial reasoning\u003c/a>, games have long been an effective way to engage kids. \u003ca href=\"http://www.weareteachers.com/community/weareteachers-blog/blog-wat/2012/11/27/what-do-teachers-think-of-game-based-learning-\">We Are Teachers\u003c/a>, an online resource for educators, surveyed teachers about how they use games and found that 67% use traditional and digital games in the classroom. Just 22% said they didn't have time to integrate digital games and 56% say they don’t have adequate access to computers for digital game time.\u003c/p>\n\u003cfigure id=\"attachment_25751\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/what-teachers-really-think-about-game-based-learning/we-are-teachers/\" rel=\"attachment wp-att-25751\">\u003cimg class=\"size-large wp-image-25751\" title=\"We are Teachers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/We-are-Teachers-620x1021.jpg\" alt=\"\" width=\"620\" height=\"1021\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25670\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/why-nate-silver-can-save-math-education-in-america/silverhead_fin/\" rel=\"attachment wp-att-25670\">\u003cimg class=\"size-large wp-image-25670\" title=\"silverhead_fin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/silverhead_fin-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ian Hill/Thinkstock/Penguin\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">Call it \"The Triumph of Nerds.\" Poll statisticians have risen to rock star status. One of the most famous is \u003cem>New York Times'\u003c/em> wunderkind Nate Silver -- or as Jon Stewart put it, \"Lord and god of the algorithm.\" He may be best known for \u003ca href=\"http://www.wired.com/underwire/2012/11/nate-silver-facts-election/\">predicting the 44th president\u003c/a>, but Silver could be the one man who can save mathematics education in America.\u003c/p>\n\u003cp>Silver, who first gained notoriety for forecasting the performance of Major League Baseball players and for correctly predicted the winner of 49 of 50 states in the 2008 election, can save the tattered reputation of math subjects.\u003c/p>\n\u003cp>For students across the country, there's clearly an engagement deficit in the subject. Paul Lockhart, a math teacher in New York, writes in \u003cem>A Mathematician's Lament\u003c/em> [\u003ca href=\"http://www.maa.org/devlin/lockhartslament.pdf\">PDF\u003c/a>] that if he had to design a system for the express purpose of destroying a child’s natural curiosity and love of pattern-making, he couldn’t possible do a better job than is currently being done. He explains that he simply wouldn’t have the “imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>He has the potential to telegraph an important message to kids: It's O.K. to be a math nerd.\u003c/p>\n\u003c/aside>\n\u003cp>Across the land, kids hate math. You can hear it in their constant groans and see it in their deranged faces. They ask their teachers, \"When am I ever going to use this in life?\" On most occasions, they never will. Even President Obama agrees. He \u003ca href=\"http://www.thedailybeast.com/articles/2012/10/25/obama-does-jay-leno-president-riffs-on-the-economy-afghanistan-rape-his-math-deficiency.html\">recently said on the \u003cem>Tonight Show\u003c/em>\u003c/a>, \"The math stuff I was fine with until seventh grade. Malia is now a freshmen in high school and I'm pretty lost. It's tough.\" And no wonder -- the system is suffering from a tragic case of nostalgia. \u003c!--more-->The origins of the current curriculum draw back to 1892 when the Committee of Ten hashed out a standard curriculum, which would eventually be adopted almost unanimously by schools.\u003c/p>\n\u003cp>As a result, the potential to love and embrace math is being squandered -- perhaps even the future of potential Nate Silvers and Nobel Laureates. As students progress from grade to grade, many start \u003ca href=\"http://www.torontosun.com/2012/06/05/report-older-students-lose-interest-in-math-science\">losing interest in math\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are lots of reasons for this. In the current system, students' confidence in their math abilities becomes undermined, according to a \u003ca href=\"http://usatoday30.usatoday.com/news/opinion/forum/story/2012-07-09/math-education-remedial-algebra/56118128/1\">Duke University study\u003c/a>. Math is taught as computation rather than a means of exploration and discovery. Instead of engaging in meaningful problems and learning in depth rather than breadth, kids are assigned frivolous, repetitive problems. And finally, the way math is generally taught has no relevance to real life. School has become a practice of learning tricks for the test one week and forgetting the next. In elementary schools, kids come to understand that they're expected to follow directions, fill out worksheets, and master a set of concepts.\u003c/p>\n\u003cp>Our process of transferring from subject to subject in math is also broken. The curriculum pyramid is founded on arithmetic and algebra, all building up to one subject -- at the top of the pyramid is calculus. While mathematicians, engineers, physicists, and particular scientists use calculus in meaningful ways, in their day-to-day lives, most people do not. Ironically, M.I.T. graduates, who are trained in science and mathematics, said in a\u003ca href=\"http://www.tonywagner.com/resources/the-global-achievement-gap\"> survey regarding their daily use of math\u003c/a> that most use nothing more than arithmetic, statistics, and probability.\u003c/p>\n\u003cp>Sol Garfunkel and David Mumford in a \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">New York Times Op-Ed\u003c/a> summed it up nicely: \"Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages.\" Clifford Konold, a professor at the University of Massachusetts, \u003ca href=\"http://www.nytimes.com/2001/11/28/national/portraits/28LESS.html\">counted data displays in \u003cem>The New York Times\u003c/em>\u003c/a> and found that in 1972, there were four graphs or tables in 10 consecutive weekday editions, excluding the sports and business sections. There were eight in 1982 and 44 in 1992. Next year, he could find more than 100. His conclusion: statistical reasoning is an indispensable skill.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts to Know About Learning Math\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Fortunately, many universities are scrambling to teach statistics and probability, especially through sports. In \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/at-moneyball-u-what-are-the-odds.html?pagewanted=all\">one class at James Madison University\u003c/a>, students used the example of Steve Nash of the Phoenix Suns and free throws to learn the probability of coin tosses. Last year's hit film \u003cem>Moneyball\u003c/em> popularized the power of probability from predicting division standings to on-base percentages.\u003c/p>\n\u003cp>Just weeks after the election, Nate Silver's \u003ca href=\"http://mashable.com/2012/11/07/nate-silver-wins/\">Triumph of the Nerds\u003c/a>, his renowned legacy and dedication to numbers, has the potential to telegraph an important message to kids: It's O.K. to be a math nerd. Numbers can actually mean something in the grand scheme of things. We need more people who can number crunch and predict and prize math.\u003c/p>\n\u003cp>If parents and teachers use Silver's groundbreaking work to talk to young people about civics, polls, statistics, and numbers, the power and beauty of mathematics, kids can experience this fascinating subject could be experienced in a whole new way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25670\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/why-nate-silver-can-save-math-education-in-america/silverhead_fin/\" rel=\"attachment wp-att-25670\">\u003cimg class=\"size-large wp-image-25670\" title=\"silverhead_fin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/silverhead_fin-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ian Hill/Thinkstock/Penguin\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">Call it \"The Triumph of Nerds.\" Poll statisticians have risen to rock star status. One of the most famous is \u003cem>New York Times'\u003c/em> wunderkind Nate Silver -- or as Jon Stewart put it, \"Lord and god of the algorithm.\" He may be best known for \u003ca href=\"http://www.wired.com/underwire/2012/11/nate-silver-facts-election/\">predicting the 44th president\u003c/a>, but Silver could be the one man who can save mathematics education in America.\u003c/p>\n\u003cp>Silver, who first gained notoriety for forecasting the performance of Major League Baseball players and for correctly predicted the winner of 49 of 50 states in the 2008 election, can save the tattered reputation of math subjects.\u003c/p>\n\u003cp>For students across the country, there's clearly an engagement deficit in the subject. Paul Lockhart, a math teacher in New York, writes in \u003cem>A Mathematician's Lament\u003c/em> [\u003ca href=\"http://www.maa.org/devlin/lockhartslament.pdf\">PDF\u003c/a>] that if he had to design a system for the express purpose of destroying a child’s natural curiosity and love of pattern-making, he couldn’t possible do a better job than is currently being done. He explains that he simply wouldn’t have the “imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>He has the potential to telegraph an important message to kids: It's O.K. to be a math nerd.\u003c/p>\n\u003c/aside>\n\u003cp>Across the land, kids hate math. You can hear it in their constant groans and see it in their deranged faces. They ask their teachers, \"When am I ever going to use this in life?\" On most occasions, they never will. Even President Obama agrees. He \u003ca href=\"http://www.thedailybeast.com/articles/2012/10/25/obama-does-jay-leno-president-riffs-on-the-economy-afghanistan-rape-his-math-deficiency.html\">recently said on the \u003cem>Tonight Show\u003c/em>\u003c/a>, \"The math stuff I was fine with until seventh grade. Malia is now a freshmen in high school and I'm pretty lost. It's tough.\" And no wonder -- the system is suffering from a tragic case of nostalgia. \u003c!--more-->The origins of the current curriculum draw back to 1892 when the Committee of Ten hashed out a standard curriculum, which would eventually be adopted almost unanimously by schools.\u003c/p>\n\u003cp>As a result, the potential to love and embrace math is being squandered -- perhaps even the future of potential Nate Silvers and Nobel Laureates. As students progress from grade to grade, many start \u003ca href=\"http://www.torontosun.com/2012/06/05/report-older-students-lose-interest-in-math-science\">losing interest in math\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are lots of reasons for this. In the current system, students' confidence in their math abilities becomes undermined, according to a \u003ca href=\"http://usatoday30.usatoday.com/news/opinion/forum/story/2012-07-09/math-education-remedial-algebra/56118128/1\">Duke University study\u003c/a>. Math is taught as computation rather than a means of exploration and discovery. Instead of engaging in meaningful problems and learning in depth rather than breadth, kids are assigned frivolous, repetitive problems. And finally, the way math is generally taught has no relevance to real life. School has become a practice of learning tricks for the test one week and forgetting the next. In elementary schools, kids come to understand that they're expected to follow directions, fill out worksheets, and master a set of concepts.\u003c/p>\n\u003cp>Our process of transferring from subject to subject in math is also broken. The curriculum pyramid is founded on arithmetic and algebra, all building up to one subject -- at the top of the pyramid is calculus. While mathematicians, engineers, physicists, and particular scientists use calculus in meaningful ways, in their day-to-day lives, most people do not. Ironically, M.I.T. graduates, who are trained in science and mathematics, said in a\u003ca href=\"http://www.tonywagner.com/resources/the-global-achievement-gap\"> survey regarding their daily use of math\u003c/a> that most use nothing more than arithmetic, statistics, and probability.\u003c/p>\n\u003cp>Sol Garfunkel and David Mumford in a \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">New York Times Op-Ed\u003c/a> summed it up nicely: \"Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages.\" Clifford Konold, a professor at the University of Massachusetts, \u003ca href=\"http://www.nytimes.com/2001/11/28/national/portraits/28LESS.html\">counted data displays in \u003cem>The New York Times\u003c/em>\u003c/a> and found that in 1972, there were four graphs or tables in 10 consecutive weekday editions, excluding the sports and business sections. There were eight in 1982 and 44 in 1992. Next year, he could find more than 100. His conclusion: statistical reasoning is an indispensable skill.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts to Know About Learning Math\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Fortunately, many universities are scrambling to teach statistics and probability, especially through sports. In \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/at-moneyball-u-what-are-the-odds.html?pagewanted=all\">one class at James Madison University\u003c/a>, students used the example of Steve Nash of the Phoenix Suns and free throws to learn the probability of coin tosses. Last year's hit film \u003cem>Moneyball\u003c/em> popularized the power of probability from predicting division standings to on-base percentages.\u003c/p>\n\u003cp>Just weeks after the election, Nate Silver's \u003ca href=\"http://mashable.com/2012/11/07/nate-silver-wins/\">Triumph of the Nerds\u003c/a>, his renowned legacy and dedication to numbers, has the potential to telegraph an important message to kids: It's O.K. to be a math nerd. Numbers can actually mean something in the grand scheme of things. We need more people who can number crunch and predict and prize math.\u003c/p>\n\u003cp>If parents and teachers use Silver's groundbreaking work to talk to young people about civics, polls, statistics, and numbers, the power and beauty of mathematics, kids can experience this fascinating subject could be experienced in a whole new way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"dropcap-serif\">StudyBlue recently \u003ca href=\"http://www.studyblue.com/about/2012/12/the-good-life-the-learning-life/\">surveyed 500 students\u003c/a> about what study habits got them through finals. The picture of the modern student that emerged from student responses highlights the importance of digital devices, especially mobile technology.\u003c/p>\n\u003cp>\u003ca href=\"http://www.studyblue.com/projects/infographic-the-learners-life/?ref=embed\">\u003cimg src=\"http://www.studyblue.com/projects/infographic-the-learners-life/images/thelearninglife.jpg\" alt=\"An inside look at the habits of the modern student. [Infographic]\" border=\"0\" width=\"500px\">\u003c/a>\u003cbr>Via: \u003ca href=\"http://www.studyblue.com/?ref=embed\">STUDYBLUE.com\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">StudyBlue recently \u003ca href=\"http://www.studyblue.com/about/2012/12/the-good-life-the-learning-life/\">surveyed 500 students\u003c/a> about what study habits got them through finals. The picture of the modern student that emerged from student responses highlights the importance of digital devices, especially mobile technology.\u003c/p>\n\u003cp>\u003ca href=\"http://www.studyblue.com/projects/infographic-the-learners-life/?ref=embed\">\u003cimg src=\"http://www.studyblue.com/projects/infographic-the-learners-life/images/thelearninglife.jpg\" alt=\"An inside look at the habits of the modern student. [Infographic]\" border=\"0\" width=\"500px\">\u003c/a>\u003cbr>Via: \u003ca href=\"http://www.studyblue.com/?ref=embed\">STUDYBLUE.com\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25521\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/students-problem/\" rel=\"attachment wp-att-25521\">\u003cimg class=\"size-medium wp-image-25521\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/students-problem-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are the perfect breeding ground for fostering students' questions, a place to spark students' interests and ideas for designing innovative solutions to real problems. Everyday, educators have opportunities to help kids develop the tools, skills and habits to come up with meaningful, lasting solutions to problems.\u003c/p>\n\u003cp>Take, for example, an incident that occurred in a first-grade teacher's classroom at Marin Country Day School in Northern California, which provided an opportunity to understand design thinking. Students were struck by the sound of a bird that crashed into the classroom window and died. After the teacher brought in a lower school science specialist to give an in-depth look at the qualities and characteristics of the bird, from sight to body structure, she challenged students to come up with designs to prevent another bird from crashing into the window. The teacher took her students through the \u003ca href=\"http://www.ideo.com/about/\">design thinking process\u003c/a> to figure out a way to save the birds.\u003c/p>\n\u003cp>For students to come up with authentic, functional designs, they had to have a deep understanding of birds. In scientific circles, the process goes like this, according to \u003ca href=\"http://www.tiesteach.org/about/\">Teaching Institute of Excellence in STEM\u003c/a> President Jan Morrison: \"Designing is cognitive modeling in which a person gains insight into a problem, determines alternative pathways, and assesses the likelihood of success between solution sets.\"\u003c/p>\n\u003cp>So the first grade students had to first gain insight into the problem. This is where the lower school science specialist and her expertise with birds came into play. The specialist was able to help students better understand the features and habits of birds, so that students could then \"determine alternative pathways\" to help the birds survive and not crash into the classroom windows.\u003c/p>\n\u003cp>In addition, STEM classrooms need to be \"equipped to support spontaneous questioning as well \u003c!--more-->as planned investigation,\" which is exactly what happened in this first-grade class. Students developed and tested prototypes and came up with effective solutions, which centered on colorful designs to put in the window space. For the rest of the year, not a single bird crashed into the classroom window.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another example: A group of fifth-graders wanted more Four Square courts. They approached the head of buildings and grounds and began to work with him on mapping and designing a new Four Square court, using measurement and mapping skills to find the right spot. They were able to implement a new Four Square court so more students could play at recess.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6gD\">How We Can Connect School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And still another example: An eighth-grade student, eager to be able to ride his bike home from school each day, approached his school with a petition to be able to leave before the time allotted for carpoolers. The school, however, saw a safety issue in having the student leave out of the main gate and having to cross oncoming traffic. But working with the student, the school helped him build a new bike rack (which included learning welding skills) to place on the opposite side of the main road leading into the school, so that students could safely cross a foot bridge to exit the school grounds in the flow of traffic. And a result, the student's solution created lasting change for the entire school.\u003c/p>\n\u003cp>This student's project tapped into what Thomas Friedman calls attention to in a recent \u003ca href=\"http://www.nytimes.com/2012/11/18/opinion/sunday/Friedman-You-Got-the-Ski%20l%20ls.html?ref=thomaslfriedman&_r=0\">The New York Times column.\u003c/a> \"Welding is now a STEM job -- that is, a job that requires knowledge of science, technology, engineering and math,\" he writes, emphasizing the importance of skills and knowledge, and what to do with that knowledge in today's changing economy and education narrative.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Issues like these arise every day in schools. For educators, the key is to listen to students, enlist them in looking for and building solutions, and empower students to become changemakers and innovators. It all comes down to listening to the questions.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25521\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/got-a-problem-students-can-find-the-solution/students-problem/\" rel=\"attachment wp-att-25521\">\u003cimg class=\"size-medium wp-image-25521\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/students-problem-300x282.jpg\" alt=\"\" width=\"300\" height=\"282\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are the perfect breeding ground for fostering students' questions, a place to spark students' interests and ideas for designing innovative solutions to real problems. Everyday, educators have opportunities to help kids develop the tools, skills and habits to come up with meaningful, lasting solutions to problems.\u003c/p>\n\u003cp>Take, for example, an incident that occurred in a first-grade teacher's classroom at Marin Country Day School in Northern California, which provided an opportunity to understand design thinking. Students were struck by the sound of a bird that crashed into the classroom window and died. After the teacher brought in a lower school science specialist to give an in-depth look at the qualities and characteristics of the bird, from sight to body structure, she challenged students to come up with designs to prevent another bird from crashing into the window. The teacher took her students through the \u003ca href=\"http://www.ideo.com/about/\">design thinking process\u003c/a> to figure out a way to save the birds.\u003c/p>\n\u003cp>For students to come up with authentic, functional designs, they had to have a deep understanding of birds. In scientific circles, the process goes like this, according to \u003ca href=\"http://www.tiesteach.org/about/\">Teaching Institute of Excellence in STEM\u003c/a> President Jan Morrison: \"Designing is cognitive modeling in which a person gains insight into a problem, determines alternative pathways, and assesses the likelihood of success between solution sets.\"\u003c/p>\n\u003cp>So the first grade students had to first gain insight into the problem. This is where the lower school science specialist and her expertise with birds came into play. The specialist was able to help students better understand the features and habits of birds, so that students could then \"determine alternative pathways\" to help the birds survive and not crash into the classroom windows.\u003c/p>\n\u003cp>In addition, STEM classrooms need to be \"equipped to support spontaneous questioning as well \u003c!--more-->as planned investigation,\" which is exactly what happened in this first-grade class. Students developed and tested prototypes and came up with effective solutions, which centered on colorful designs to put in the window space. For the rest of the year, not a single bird crashed into the classroom window.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another example: A group of fifth-graders wanted more Four Square courts. They approached the head of buildings and grounds and began to work with him on mapping and designing a new Four Square court, using measurement and mapping skills to find the right spot. They were able to implement a new Four Square court so more students could play at recess.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6gD\">How We Can Connect School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/what-happens-when-teachers-think-like-designers/\">Iterating and Ideating: Teachers Think Like Designers\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And still another example: An eighth-grade student, eager to be able to ride his bike home from school each day, approached his school with a petition to be able to leave before the time allotted for carpoolers. The school, however, saw a safety issue in having the student leave out of the main gate and having to cross oncoming traffic. But working with the student, the school helped him build a new bike rack (which included learning welding skills) to place on the opposite side of the main road leading into the school, so that students could safely cross a foot bridge to exit the school grounds in the flow of traffic. And a result, the student's solution created lasting change for the entire school.\u003c/p>\n\u003cp>This student's project tapped into what Thomas Friedman calls attention to in a recent \u003ca href=\"http://www.nytimes.com/2012/11/18/opinion/sunday/Friedman-You-Got-the-Ski%20l%20ls.html?ref=thomaslfriedman&_r=0\">The New York Times column.\u003c/a> \"Welding is now a STEM job -- that is, a job that requires knowledge of science, technology, engineering and math,\" he writes, emphasizing the importance of skills and knowledge, and what to do with that knowledge in today's changing economy and education narrative.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Issues like these arise every day in schools. For educators, the key is to listen to students, enlist them in looking for and building solutions, and empower students to become changemakers and innovators. It all comes down to listening to the questions.\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For the Future Student, Higher Education Will Be Redefined ",
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"content": "\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They can take these courses and say, 'Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25499\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/78365380-3/\" rel=\"attachment wp-att-25499\">\u003cimg class=\"size-large wp-image-25499\" title=\"78365380\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/783653801-620x336.jpg\" alt=\"\" width=\"620\" height=\"336\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Thinkstock\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Not too far in the future, students may be faced with an entirely different set of choices than they do today. No longer might college \u003cem>or\u003c/em> career straight after high school graduation be the two only and divergent paths in front of them. No longer may a four-to-six-year commitment to a highly esteemed institution be the fastest way to a fruitful career or a rich network.\u003c/p>\n\u003cp>With online education quickly gaining momentum, the emergence of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">massive open online courses (MOOCs)\u003c/a> is not only shaking up higher education to the core -- its value, its status, its cost -- the movement is also changing how \u003ca href=\"http://www.nytimes.com/2012/12/02/fashion/saying-no-to-college.html?smid=fb-share&_r=1&pagewanted=all&\">young people envision their education\u003c/a> and their future.\u003c/p>\n\u003cp>Sebastian Thrun, whose \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">free, online artificial intelligence class\u003c/a> for Stanford last year enrolled more than 175,000 people and launched the MOOC movement, foresees a radically different future for students. Thrun, who founded Google X, the incubator for projects like the Google \u003ca href=\"http://www.youtube.com/watch?v=cdgQpa1pUUE\">self-driving car\u003c/a> and \u003ca href=\"http://g.co/projectglass\">Google Glass\u003c/a>, co-founded \u003ca href=\"http://udacity.com\">Udacity\u003c/a>, a free online school that offers higher ed classes computer science classes -- everything from Programming Languages to How to Build a Startup.\u003c/p>\n\u003cp>\"Right now you go to college for four, six, seven years, and it's a big commitment over a long period of time,\" Thrun said in an interview earlier this week, which will be shown in an upcoming PBS Newshour story. \"But in the future, learning will be lifelong, and it will happen in very small chunks. If you have an interest, a problem, if you need a skill, you'll go find it and learn it. Things like \u003c!--more-->degrees and classes and so on, will be replaced by entire sequences of achievements in the learning space but also in the kinds of things we can do in the project space.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"In the future, learning will be lifelong, and it will happen in very small chunks.\"\u003c/p>\n\u003c/aside>\n\u003cp>Thrun believes that some kids may not even have to graduate from high school -- especially if they know from an early age that they're interested in a field like engineering. \"Probably at the of 13 or 14, they’re already great at engineering, they’re proficient on different systems and they're able to demonstrate it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And rather than having higher education be tangentially related to some future idea of a job, Thrun believes that equation will change.\u003c/p>\n\u003cp>\"I’d love to see a time when job choices we make reinforce education,\" he said. \"We don’t put education first and job second, but the job begins much much earlier in a way to motivate the education.\"\u003c/p>\n\u003cp>\u003cstrong>A HEAD START\u003c/strong>\u003c/p>\n\u003cp>The founders of \u003ca href=\"http://www.coursera.com\">Coursera\u003c/a>, another MOOC that offers free online courses from more than 30 universities, including Princeton, Columbia, and Duke, believe the existence of MOOCs will give students a head start toward finding their career path and areas of interest before they commit to a major in college.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">Stanford for Everyone\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">Guide to MOOCs: Free, High-Quality Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/ivy-league-poetry-professor-will-try-yelp-style-crowd-sourcing/\">College Courses with Yelp-Style Crowd Sourcing\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"They can spend less time wandering around aimlessly looking for what’s right for them both in discipline and difficulty level. They can do risk-free exploration both in discipline and in difficulty level to find the thing that's right for them,\" said Daphne Koller, co-founder of Coursera. \"The biggest opportunity here is to make considerable progress toward a degree before they have to make a commitment to going to school to complete it.\"\u003c/p>\n\u003cp>What's more, students who typically have an \"undermatching\" problem -- they aim for colleges that are less selective than what they might aspire to and are thus less likely to get a degree -- can have the experience of taking classes from top-notch universities and see a different option for themselves.\u003c/p>\n\u003cp>\"They can take these courses and say, 'Wait a minute, I can aspire to these colleges, to Stanford, Princeton or Columbia, and therefore I’m going to try to apply there.'\" Koller said. \"We hope it opens the door to a much higher success rate for students from disadvantaged backgrounds.\"\u003c/p>\n\u003cp>And for students who already have every intention of applying to top-tier universities, these online classes can be used for the college admissions process, said Andrew Ng, another Coursera co-founder. \"What better way to prove to a college admissions officer that you’re ready?\" he said.\u003c/p>\n\u003cp>\u003cstrong>BIG CHANGES\u003c/strong>\u003c/p>\n\u003cp>No one can predict what will come of the top-ranked schools with the availability of online classes. But if there's any hand-wringing about the changes, Thrun said people should consider what's happening now.\u003c/p>\n\u003cp>\"Go to a high school now, look at how many kids don’t learn math not because they’re not capable of understanding math, but because of the way it’s conveyed to them, the classroom setting, the fixed speed for all -- it’s the wrong recipe for these kids,\" he said. \"Is that what we aspire to maintain? Or should we be creative about this?\"\u003c/p>\n\u003cp>But he's hopeful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I’m a big optimist,\" he said. \"Especially that in the U.S., every time we engage in a debate if what we’re doing is right or wrong, we end up in a better place. And that better place will strengthen us.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/Ul9c-4dX4Hk\" frameborder=\"0\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>Who knew a YouTube video of a nine-year-old boy's cardboard creation would hit such a nerve? \u003ca href=\"http://www.cainesarcade.com\">Caine's Arcade\u003c/a>, which has gotten more than 7 million views on YouTube and Vimeo since it was posted last April, inspired a global movement, compelling kids across the world to create their own versions of the cardboard masterpiece in their homes, driveways, garages, and schools.\u003c/p>\n\u003cp>Nirvan Mullik, who spoke today at the \u003ca href=\"http://www.bigideasfest.org/fests\">Big Ideas Fest\u003c/a>, said one of the many great things that grew out of the initial video was a school pilot program that incorporated project-based learning to learn science, engineering, and math in more than 100 schools in nine countries.\u003c/p>\n\u003cp>Caine told Mullik the three biggest lessons he's learned in the process of this adventure:\u003cbr>\n1. Start a business that's fun\u003cbr>\n2. Use recycled stuff\u003cbr>\n3. Never give up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Courtesy: Exploratorium In step with the popularity and growing momentum of Maker Faire, the "maker movement" is going global with the help of the Exploratorium museum's Global Studios. After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The App's the Thing: Shakespeare Goes Social",
"title": "The App's the Thing: Shakespeare Goes Social",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25316\" class=\"wp-caption center\" style=\"max-width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/shakespearetweet/\" rel=\"attachment wp-att-25316\">\u003cimg class=\"size-full wp-image-25316\" title=\"shakespeareTweet\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/shakespeareTweet.jpg\" alt=\"\" width=\"480\" height=\"482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-400x402.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-320x321.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/shakespeareTweet-75x75.jpg 75w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Shakespeare is going digital.\u003c/p>\n\u003cp>\u003ca href=\"http://english.nd.edu/faculty/profiles/visconsi/\">Notre Dame professor Elliott Visconsi\u003c/a> has co-created a new app for the iPad called \u003ca href=\"https://itunes.apple.com/us/app/shakespeares-the-tempest/id516373702?mt=8\">The Tempest\u003c/a> that he says helps accelerate student learning by allowing them to develop deeper comprehension in less time than solitary reading. At the heart of the app is a social network that encourages students to communicate their interpretations and collaborate with others.\u003c/p>\n\u003cp>\"We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others,\" Visconsi said.\u003c/p>\n\u003cp>We spoke with Visconsi about transforming Shakespeare for the 21st century and why the intensely social experience of the app is what, in essence, the humanities have always been about. The following is an edited transcript of that conversation.\u003c/p>\n\u003ch2>Q&A\u003c/h2>\n\u003cp>\u003cstrong>The Tempest app is described as transforming Shakespeare for the 21st century. How does it do that? And why do you think Shakespeare needs to be transformed for the 21st century?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Elliot Visconsi: We are trying to lower the entry cost of difficult content like Shakespeare by adding in great tools and features that allow readers from all backgrounds to grapple with, appreciate, and \u003c!--more-->love a beautiful and moving play like \"The Tempest.\" We are not rewriting or modernizing the text; we are putting the play at the center of a social network, a distributed learning network in which the play is an invitation into a sustained, living experience.\u003c/p>\n\u003cp>The play is the center of a generative ecosystem that includes all of our tools and content, but also the presence of others both past and present (other readers, faculty commentators, performers, artists, fellow students and teachers). Rather than the individual reader working privately and alone in solitude with the play, we see the mobile reading experience as becoming intensely social as the way that the humanities have always been social and have always depended on exchange and collaboration.\u003c/p>\n\u003cp>\u003cstrong>It sounds like you are bringing Shakespeare to the stage that many people find themselves on today, which is a social media platform of some kind. And as a result, you are encouraging people to interact with not just Shakespeare, but with each other's thoughts and interpretations of Shakespeare.\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/mzl-npwgbqva-480x480-75/\" rel=\"attachment wp-att-25312\">\u003cimg class=\"alignright size-medium wp-image-25312\" title=\"mzl.npwgbqva.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.npwgbqva.480x480-75-300x392.jpg\" alt=\"\" width=\"300\" height=\"392\">\u003c/a>Visconsi: Absolutely. We've found that most people learn best when they are in the role of author, creator or collaborator, when they are teaching others. We put our readers in the driver's seat; we want you as a reader to love and understand Shakespeare, and we feel the best way to do that is to give you the tools to take ownership of the experience and to speak to others, collaborate with others, create and share new commentaries on the play, rather than simply receiving or consuming a play that may be difficult because it's relatively remote historically.\u003c/p>\n\u003cp>\u003cstrong>You alluded to some of the features within the app, but could you be more specific about which features you've found that enhance students' appreciation and comprehension of Shakespeare?\u003c/strong>\u003c/p>\n\u003cp>Visconsi; We've found that the audio tools (the main track supplemented by the alternative takes -- which we call AudioPlus) are immediately available to all of our readers. Whether those readers are seventh graders, professional actors, or teachers and students, the audio is a great success -- more so, I think, than video would be. That tool makes it apparent how crucial performance is to understanding, especially in that it makes obvious the choices of the director or the actor or the writer in creating emphasis. This may be an obvious point for actors and teachers, but every encounter with the play relies on a set of choices about where to lie emphasis on how to interpret an act, a gesture or a phrase; once you reveal that fact to readers, they are now in the director's role.\u003c/p>\n\u003cp>The reader can then think about a third way of creating emphasis, and using the iPad, record it and share with classmates. MyPath is very well-received; it allows teachers and students to cut and arrange and share the play effortlessly. You can see a part, create a selection of key passages, and write about them or perform them. All of that content is sharable, and the reader owns it. We've also had people use MyPath as a way of preparing students for class, by selecting a few passages for study and sending them to their students.\u003c/p>\n\u003cp>The faculty commentaries have also been quite popular. We've gotten a lot of positive responses to those short interpretive takes -- both from the writers and readers, and our team of experts is full of leading scholars from top universities worldwide. We also have one scholar who has written in Mandarin. Faculty love writing these short riffs on the play. They aren't meant to replace the classroom but begin conversations, introduce key ideas and such, in the way that we might do for an introductory Shakespeare class or a lecture for parents' weekend.\u003c/p>\n\u003cp>\u003cstrong>I was interested when you were saying that the humanities have always been social and about collaboration and communication. So it seems you are modernizing the humanities lineage with the communication and collaboration tools of our time. Could you tell us how this app, in essence, is what the humanities as always been about?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Absolutely. [Tempest co-creator and Bryn Mawr College professor] \u003ca href=\"http://www.brynmawr.edu/english/Faculty_and_Staff/rowe/\">Katherine Rowe\u003c/a> and I both have a deep commitment to the liberal arts model in undergraduate education and to the humanities in general. We wanted the app to replicate longstanding humanist practices. The humanities has always been about the robust exchange of intellectual ideas across space and time. Whether that takes the form of a dynamic \"republic of letters,\" one philosopher or poet rewriting a precursor, or an interpretive argument between scholarly peers about \u003ca href=\"http://shakespeare.mit.edu/tempest/tempest.4.1.html\">Prospero's \"revels\" speech\u003c/a>, humanist practices celebrate collaborative exchange, argument, and interpretive depth. Innovation happens, we think not as the efforts of a solitary genius writing or working in a vacuum but rather in communities, teams and networks.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay.\"\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Minds are located within communities, and communities may be physical or virtual. We believe that understanding, comprehension and innovation happens in the context of other minds. Sometimes you access other minds through their writings; sometimes you access them in real time. And we wanted to make that premise the heart of our app. We wanted collaboration, interpretive depth, and the exchange of ideas to be the very foundation of the reading experience, and not just an overlay. We supply a great audio performance and supplement that with recordings of alternative takes on key passages, to really clarify how a performer's emphasis changes understanding. That's also why we have 10 faculty commentators instead of one. There is no single authoritative view we hope to promote; we provide several high-quality prompts to nudge our readers forward. And then we add curricular ideas, pedagogical exercises, and great sharing tools. As a reader, you hear version A and version B -- now the app prompts you to create version C. We try to put the reader into the position of the creator as often as possible.\u003c/p>\n\u003cp>\u003cstrong>With these authoring tools, you are providing an environment in which people are encouraged to produce and not just passively consume. So what kind of impact have these social tools had on student engagement, comprehension and appreciation of \"The Tempest?\"\u003c/strong>\u003c/p>\n\u003cp>Visconsi: Students and teachers get further into the play faster, with deeper comprehension than by solitary reading. Along the lines of the flipped classroom metaphor, we have seen students working at a higher level in class, demonstrating deeper interpretive sophistication, and handling textual details with much more ease. They are prepared to get into complex philosophical issues sooner. They come to class better prepared, asking more strenuous questions. By getting deeper into the play and sharing notes and reading together, students are more confident. And they feel they can look to their peers in moments when they need guidance. So the app is expanding the footprint of the class. The classroom is becoming ubiquitous. Meaningful conversation can happen anytime.\u003c/p>\n\u003cp>We've found that our readers have a better intuitive understanding of the role of performance in a work of dramatic literature, and that they have expressed a lot of pleasure in discovering Shakespeare in this format. The responses have been uniformly positive; it's thrilling to hear back from readers all over the world who are using the app and enjoying it immensely for school or pleasure.\u003c/p>\n\u003cp>\u003cstrong>If at the heart of understanding Shakespeare, or any text for that matter, is not only decoding the text, but also being able to communicate your understanding in a collaborative social environment, then it seems your app is providing a kind of cross-training platform for exercising the range of intellectual muscles that are foundational for a humanities education.\u003c/strong>\u003c/p>\n\u003cp>Visconsi: I think that is a great metaphor, Aran! It really is a cross-training platform for Shakespeare. Love that. As developers, we didn't want to merely replicate print or put a PDF on the iPad or make it easier for students to consume Shakespeare on the iPad. Our tools are designed to generate ideas, start conversations, facilitate sharing -- students and readers of all kinds should be creators of content, authors and collaborators. They should learn from and teach each other. They should argue with each other, and weigh competing interpretations. I think that is a really important part of humanist practice. If you don't like an idea, position or interpretation, you are invited to make a more persuasive case, a more compelling interpretation. That's what we do in the humanities. We didn't want this to be the authoritative version of the play to be admired or read in solitude; we want it to be a generative version of the play, one which sparks innovation and creates new knowledge.\u003c/p>\n\u003cp>\u003cstrong>Is there anything next after The Tempest? Is there anything else in the pipeline?\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_25307\" class=\"module image alignright mceTemp\" style=\"width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-apps-the-thing-shakespeare-goes-social/visconsi/\" rel=\"attachment wp-att-25307\">\u003cimg class=\"size-thumbnail wp-image-25307\" title=\"visconsi\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/visconsi-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Elliot Visconsi\u003c/p>\n\u003c/div>\n\u003cp>Visconsi: We are developing four additional plays using the same template as The Tempest for iPad: These are \"Othello,\" \"Macbeth,\" \"A Midsummer Night's Dream,\" and \"Romeo and Juliet.\" We have most of the content already in the can. Forty-four or so university faculty and high school teachers have written for us and enjoyed it a lot. We are also building a product line working with a national theater company to mirror and extend a live performance. One of our great aspirations as developers is to share what we do in the humanities with a much larger audience than we're used to. A \"MOOC\" on modern and contemporary poetry taught by Al Filreis at Penn and hosted by Coursera, for instance, had 34,000 students registered when it went live back in early September. So there's an appetite out there, a huge hunger for quality content. As humanists, I don't think we've done a good job communicating what we do to that broader audience.\u003c/p>\n\u003cp>The Tempest for iPad is one way of trying to solve the audience problem for the humanities. We know the audience is there, and we hope to reach as many readers as we can through this and our subsequent apps. We have readers in 24 countries worldwide, and we are getting reviewed in leading venues such as the Times Literary Supplement. It's exciting, and has been wonderful to share news of the project.\u003c/p>\n\u003cp>\u003cstrong>Any miscellaneous thoughts or comments?\u003c/strong>\u003c/p>\n\u003cp>Visconsi: We believe that The Tempest for iPad and our subsequent Shakespeare apps aren't replacing other traditional media forms or cannibalizing market share from printed books. Some change is inevitable, and there will be some rearranging of ratios, but we are not out to destroy print or replace the book.\u003c/p>\n\u003cp>We believe that print and web-based publishing are durable and important, but we think that mobile apps are especially well-suited to creating an intensely collaborative and richly textured reading experience.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur is the Academic Technology Coordinator at San Francisco University High School. You can follow him \u003ca href=\"http://www.twitter.com/fusionjones\">@fusionjones on Twitter\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.pbs.org/mediashift/2012/06/as-e-book-demand-rises-libraries-struggle-with-publishers-budgets-to-deliver178.html\">MediaShift\u003c/a>, which covers the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Four Smart Ways to Use Cell Phones in Class",
"title": "Four Smart Ways to Use Cell Phones in Class",
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"content": "\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "Erin Scott By Jennifer Carey A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_25152\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-it-like-to-be-a-molecule-science-meets-embodied-learning/chem_art_directed_1024/\" rel=\"attachment wp-att-25152\">\u003cimg class=\"size-large wp-image-25152\" title=\"chem_art_directed_1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/chem_art_directed_1024-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SMALLab's Chemistry Titration Lab\u003c/figcaption>\u003c/figure>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">\"Embodied learning\" is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is \u003ca href=\"http://smallablearning.com\">SMALLab\u003c/a>, based in Los Angeles. The company has created activities -- check out their \u003ca href=\"http://smallablearning.com/scenarios/browse\">different learning scenarios \u003c/a>-- that use large projected environments as experimental playgrounds of movement connected to learning targets.\u003c/p>\n\u003cp>For example, in \u003ca href=\"http://smallablearning.com/research\">one activity\u003c/a>, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.\u003c/p>\n\u003cp>\u003ca href=\"http://smallablearning.com/research\">In another example,\u003c/a> students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.\u003c/p>\n\u003cp>Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, \"there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, \u003c!--more-->see graphs that change in real time, and feel how their bodies move through the space.\" Its open-source \u003ca href=\"http://smallablearning.com/developer-program\" target=\"_blank\">software development kit\u003c/a> allows schools to create new scenarios.\u003c/p>\n\u003cp>Why go through such lengths to teach this material? According to \u003ca href=\"http://www.ascd.org/research-a-topic/brain-based-learning-resources.aspx\">brain-based learning advocates\u003c/a>, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of \u003ca href=\"http://brainrules.net/\">Brain Rules\u003c/a>, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/two-students-video-game-innovations-in-science/\">2 Students + Video Game = Innovations in Science\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/\">Computer Science With a Twist: Students Hack into Kinect\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">Is it Possible To Combine TV and Active Play?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In \u003ca href=\"http://smallablearning.com/research\">their own research\u003c/a> conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that \"there is a marked increase in the number of \u003cem>student-to-student\u003c/em> and \u003cem>student-discussions\u003c/em> during SMALLab.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For SMALLab to work well, the company recommends that embodied learning activities are one component of the instruction -- not the entire lesson. Order of activities is important as well, as students perform better when traditional instruction occurs before the embodied learning experiences.\u003c/p>\n\u003cp>But the company is cautious about the results. “At this juncture we cannot yet say which components lead to the increase in student learning,” the company says, and they call for further research to analyze the components of embodied learning experience.\u003c/p>\n\u003cp>The company's products are being used in different schools throughout the country. \u003ca href=\"http://www.efsd.net/MiddleSchool.cfm\">Elizabeth Forward Middle School\u003c/a>, outside Pittsburgh, Penn., is using a $20,000 grant to install SMALLab's equipment and curriculum for its STEM program. The company's products are also being used in \u003ca href=\"http://smallablearning.com/smallab-learning-and-einstruction-singapore-announce-global-partnership-k-12-embodied-and-engaging-l\">schools in Singapore\u003c/a>.\u003c/p>\n\u003cp>For schools interested in using embodied learning techniques, can the same results be achieved using low-tech tactics? If the goal is to make sense of and connect authentically with content, what tactics have teachers used that simulate the same concepts?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"order": 9
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"id": "fresh-air",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
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"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
"link": "/podcasts/onourwatch",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
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},
"link": "/radio/program/on-the-media",
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"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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