window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_20300": {
"type": "attachments",
"id": "mindshift_20300",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20300",
"found": true
},
"parent": 20294,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-400x216.png",
"width": 400,
"mimeType": "image/png",
"height": 216
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-320x173.png",
"width": 320,
"mimeType": "image/png",
"height": 173
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM.png",
"width": 907,
"height": 489
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-768x414.png",
"width": 768,
"mimeType": "image/png",
"height": 414
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-800x431.png",
"width": 800,
"mimeType": "image/png",
"height": 431
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1332951853,
"modified": 1332951853,
"caption": null,
"description": null,
"title": "Screen-shot-2012-03-28-at-9.23.41-AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20282": {
"type": "attachments",
"id": "mindshift_20282",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20282",
"found": true
},
"parent": 20142,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-600x576.jpg",
"width": 600,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-400x400.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 400
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-320x320.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 320
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-600x372.jpg",
"width": 600,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo.jpg",
"width": 600,
"height": 600
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/photo-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332892282,
"modified": 1332892282,
"caption": null,
"description": null,
"title": "photo",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20264": {
"type": "attachments",
"id": "mindshift_20264",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20264",
"found": true
},
"parent": 20107,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495.jpg",
"width": 500,
"height": 333
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/5600678778_5d2cbde495-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332888412,
"modified": 1332888412,
"caption": null,
"description": null,
"title": "5600678778_5d2cbde495",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20237": {
"type": "attachments",
"id": "mindshift_20237",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20237",
"found": true
},
"parent": 20136,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633.jpg",
"width": 508,
"height": 338
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332869492,
"modified": 1332869492,
"caption": null,
"description": "Geometry",
"title": "140446633",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20158": {
"type": "attachments",
"id": "mindshift_20158",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20158",
"found": true
},
"parent": 19989,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-400x261.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 261
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-320x208.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 208
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430.jpg",
"width": 1377,
"height": 897
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-800x521.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 521
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"fd-lrg": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-1180x769.jpg",
"width": 1180,
"mimeType": "image/jpeg",
"height": 769
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-768x500.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 500
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/10_11.15_newtech_0430-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332439951,
"modified": 1332439951,
"caption": null,
"description": null,
"title": "10_11.15_newtech_0430",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20079": {
"type": "attachments",
"id": "mindshift_20079",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20079",
"found": true
},
"parent": 20062,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 263
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 210
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg",
"width": 510,
"height": 335
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332264580,
"modified": 1332264580,
"caption": null,
"description": "Woman multitasking with cell phone, laptop and newspaper",
"title": "78289626",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_20038": {
"type": "attachments",
"id": "mindshift_20038",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "20038",
"found": true
},
"parent": 20026,
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/collegeology1.jpg",
"width": 250,
"height": 187
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/collegeology1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/collegeology1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/collegeology1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/collegeology1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/collegeology1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1332178619,
"modified": 1332178619,
"caption": null,
"description": null,
"title": "collegeology1",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_19998": {
"type": "attachments",
"id": "mindshift_19998",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "19998",
"found": true
},
"parent": 19982,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-400x227.png",
"width": 400,
"mimeType": "image/png",
"height": 227
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-320x181.png",
"width": 320,
"mimeType": "image/png",
"height": 181
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM.png",
"width": 635,
"height": 360
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1331918752,
"modified": 1331918752,
"caption": "Screenshot of Kony 2012 YouTube Video",
"description": null,
"title": "Screen-shot-2012-03-16-at-10.20.45-AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_19904": {
"type": "attachments",
"id": "mindshift_19904",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "19904",
"found": true
},
"parent": 19896,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-400x271.png",
"width": 400,
"mimeType": "image/png",
"height": 271
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-320x217.png",
"width": 320,
"mimeType": "image/png",
"height": 217
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2.png",
"width": 688,
"height": 466
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1331663517,
"modified": 1331663517,
"caption": null,
"description": null,
"title": "Screen shot 2012-03-13 at 11.29.37 AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_19868": {
"type": "attachments",
"id": "mindshift_19868",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "19868",
"found": true
},
"parent": 19858,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-400x227.png",
"width": 400,
"mimeType": "image/png",
"height": 227
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-320x182.png",
"width": 320,
"mimeType": "image/png",
"height": 182
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM.png",
"width": 635,
"height": 361
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1331571804,
"modified": 1331571804,
"caption": null,
"description": null,
"title": "Screen-Shot-2012-03-12-at-9.45.47-AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_19815": {
"type": "attachments",
"id": "mindshift_19815",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "19815",
"found": true
},
"parent": 19571,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-400x333.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 333
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-320x267.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 267
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001.jpg",
"width": 413,
"height": 344
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1331313441,
"modified": 1331313441,
"caption": null,
"description": null,
"title": "200314307-001",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"tbarseghian": {
"type": "authors",
"id": "180",
"meta": {
"index": "authors_1716337520",
"id": "180",
"found": true
},
"name": "Tina Barseghian",
"firstName": "Tina",
"lastName": "Barseghian",
"slug": "tbarseghian",
"email": "tbarseghian@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "styleguide",
"roles": [
"contributor"
]
},
{
"site": "news",
"roles": [
"subscriber"
]
},
{
"site": "mindshift",
"roles": [
"subscriber"
]
},
{
"site": "bayareabites",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Tina Barseghian | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tbarseghian"
},
"anniempaul": {
"type": "authors",
"id": "4355",
"meta": {
"index": "authors_1716337520",
"id": "4355",
"found": true
},
"name": "Annie Murphy Paul",
"firstName": "Annie",
"lastName": "Murphy Paul",
"slug": "anniempaul",
"email": "anniempaul@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"author"
]
}
],
"headData": {
"title": "Annie Murphy Paul | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/060ea758e9b83d478e4e6c8a0466af50?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/anniempaul"
},
"tasha": {
"type": "authors",
"id": "4359",
"meta": {
"index": "authors_1716337520",
"id": "4359",
"found": true
},
"name": "Tasha Bergson-Michelson",
"firstName": "Tasha",
"lastName": "Bergson-Michelson",
"slug": "tasha",
"email": "tbm@google.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": "Tasha Bergson-Michelson is a member of the Google Search Education team. She is a professional librarian and searcher with a passion for helping people find, assess, and use the information they need. Contact Tasha and check out the Search Education website at: http://www.google.com/insidesearch/searcheducation/.",
"avatar": "https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"edit_files",
"upload_files",
"subscriber"
]
}
],
"headData": {
"title": "Tasha Bergson-Michelson | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/30f3d90e1fdd837c7ad31460128e80be?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tasha"
}
},
"pagesReducer": {
"mindshift_category_teaching-strategies": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"score": 14.40303
},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"title": "Teaching Strategies",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 73
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=teaching-strategies",
"seeMore": false,
"paginated": true,
"page": 73
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_20294": {
"type": "posts",
"id": "mindshift_20294",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20294",
"score": null,
"sort": [
1332951972000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332951972,
"format": "aside",
"disqusTitle": "Educational Games That Make You Sweat",
"title": "Educational Games That Make You Sweat",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20300\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/educational-games-that-make-you-sweat/screen-shot-2012-03-28-at-9-23-41-am/\" rel=\"attachment wp-att-20300\">\u003cimg class=\"size-large wp-image-20300\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-620x334.png\" alt=\"\" width=\"620\" height=\"334\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Monkey Jump\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>If kids are sweaty when they're done playing the educational game \u003ca href=\"http://pbskids.org/curiousgeorge/busyday/jump/\">Monkey Jump\u003c/a>, the game creators will be happy.\u003c/p>\n\u003cp>Sara DeWitt, vice president of PBS Kids and Drew Davidson, director of Carnegie Mellons' Entertainment Technology Center say games using motion sensors to give kids a workout while they learn is one of the next big trends in game-based learning for kids.\u003c/p>\n\u003cp>\"This is the first time I've seen kids finish playing a game sweating and asking for water,\" DeWitt said, describing watching a playtest session of Monkey Jump at her SXSW presentation. The mix of exercise and educational content is a powerful combination for kids learning simple math or language skills.\u003c/p>\n\u003cp>In Monkey Jump, a game featuring Curious George created by \u003ca href=\"http://www.pbskids.org/\">PBS Kids\u003c/a>, players first activate a camera that captures their movement. When they jump, Curious George pounds a pump that blows a ball into the air and a box that shows the view of the player through the Web camera. The balls then show a number helping kids learn to count. The game works by capturing motion from any computer Web cam, and does not require any motion sensor controller like the Kinect or Wiimote.\u003c/p>\n\u003cp>PBS Kids uncovered this combination through the PBS \"funnel approach\" to educational games research. DeWitt says that any time there's a promising new technology that can do something new to teach children valuable skills, they'll experiment, success or not. If it does well enough on a \u003c!--more-->first test, they’ll continue the experiments and create a full product. So far these simple technologies seem to work better. DeWitt talked about an experiment that didn't go well, where kids had to rotate an augmented reality egg on a screen by rotating their hands in the air. Kids got extremely frustrated because their motions and the eggs response wasn't intuitive, so they ended the experiment ended.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This experimentation is the result of a five-year Department of Education grant called \u003ca href=\"http://www2.ed.gov/programs/rtltv/index.html\">Ready To Learn\u003c/a> between PBS and CPB that began in 2010 to assess the use of transmedia storytelling to reinforce learning for children ages two to eight. The premise is that if kids can learn the same thing in three platforms -- for example, online games, interactive white boards and video clips -- they'll be more likely to remember it. The educational content they create will be distributed to Head Start programs across the nation to under-served communities.\u003c/p>\n\u003cp>While it is too soon to fully assess whether or not the hypothesis around transmedia storytelling will bear fruit, some early results from a 2010 Joan Ganz Cooney Center report are promising. On a vocabulary test where 36 words were chosen from \u003cem>\u003ca href=\"http://pbskids.org/mobile/martha-speaks-dog-party.html\">Martha Speaks: Dog Party\u003c/a>, \u003c/em>kids age three to seven showed vocabulary gains between 10 to 27 percent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "20294 http://blogs.kqed.org/mindshift/?p=20294",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/28/educational-games-that-make-you-sweat/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 478,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 9
},
"modified": 1332960422,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Monkey Jump By Nathan Maton If kids are sweaty when they're done playing the educational game Monkey Jump, the game creators will be happy. Sara DeWitt, vice president of PBS Kids and Drew Davidson, director of Carnegie Mellons' Entertainment Technology Center say games using motion sensors to give kids a workout while they learn is",
"title": "Educational Games That Make You Sweat | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Educational Games That Make You Sweat",
"datePublished": "2012-03-28T09:26:12-07:00",
"dateModified": "2012-03-28T11:47:02-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "educational-games-that-make-you-sweat",
"status": "publish",
"path": "/mindshift/20294/educational-games-that-make-you-sweat",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20300\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/educational-games-that-make-you-sweat/screen-shot-2012-03-28-at-9-23-41-am/\" rel=\"attachment wp-att-20300\">\u003cimg class=\"size-large wp-image-20300\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-9.23.41-AM-620x334.png\" alt=\"\" width=\"620\" height=\"334\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Monkey Jump\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>If kids are sweaty when they're done playing the educational game \u003ca href=\"http://pbskids.org/curiousgeorge/busyday/jump/\">Monkey Jump\u003c/a>, the game creators will be happy.\u003c/p>\n\u003cp>Sara DeWitt, vice president of PBS Kids and Drew Davidson, director of Carnegie Mellons' Entertainment Technology Center say games using motion sensors to give kids a workout while they learn is one of the next big trends in game-based learning for kids.\u003c/p>\n\u003cp>\"This is the first time I've seen kids finish playing a game sweating and asking for water,\" DeWitt said, describing watching a playtest session of Monkey Jump at her SXSW presentation. The mix of exercise and educational content is a powerful combination for kids learning simple math or language skills.\u003c/p>\n\u003cp>In Monkey Jump, a game featuring Curious George created by \u003ca href=\"http://www.pbskids.org/\">PBS Kids\u003c/a>, players first activate a camera that captures their movement. When they jump, Curious George pounds a pump that blows a ball into the air and a box that shows the view of the player through the Web camera. The balls then show a number helping kids learn to count. The game works by capturing motion from any computer Web cam, and does not require any motion sensor controller like the Kinect or Wiimote.\u003c/p>\n\u003cp>PBS Kids uncovered this combination through the PBS \"funnel approach\" to educational games research. DeWitt says that any time there's a promising new technology that can do something new to teach children valuable skills, they'll experiment, success or not. If it does well enough on a \u003c!--more-->first test, they’ll continue the experiments and create a full product. So far these simple technologies seem to work better. DeWitt talked about an experiment that didn't go well, where kids had to rotate an augmented reality egg on a screen by rotating their hands in the air. Kids got extremely frustrated because their motions and the eggs response wasn't intuitive, so they ended the experiment ended.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This experimentation is the result of a five-year Department of Education grant called \u003ca href=\"http://www2.ed.gov/programs/rtltv/index.html\">Ready To Learn\u003c/a> between PBS and CPB that began in 2010 to assess the use of transmedia storytelling to reinforce learning for children ages two to eight. The premise is that if kids can learn the same thing in three platforms -- for example, online games, interactive white boards and video clips -- they'll be more likely to remember it. The educational content they create will be distributed to Head Start programs across the nation to under-served communities.\u003c/p>\n\u003cp>While it is too soon to fully assess whether or not the hypothesis around transmedia storytelling will bear fruit, some early results from a 2010 Joan Ganz Cooney Center report are promising. On a vocabulary test where 36 words were chosen from \u003cem>\u003ca href=\"http://pbskids.org/mobile/martha-speaks-dog-party.html\">Martha Speaks: Dog Party\u003c/a>, \u003c/em>kids age three to seven showed vocabulary gains between 10 to 27 percent.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20294/educational-games-that-make-you-sweat",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_20902",
"mindshift_740"
],
"featImg": "mindshift_20300",
"label": "mindshift"
},
"mindshift_20142": {
"type": "posts",
"id": "mindshift_20142",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20142",
"score": null,
"sort": [
1332892808000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332892808,
"format": "aside",
"disqusTitle": "What Will Be Obsolete in 2020?",
"title": "What Will Be Obsolete in 2020?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20282\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-20282\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/photo-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Expounding on the ideas of the wildly popular article \u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will Be Obsolete in 2020\u003c/a>, \u003c/em>we asked a few of those who attended \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/\">Big Ideas Fest\u003c/a>, a recent gathering of teachers, administrators, entrepreneurs and policymakers, to predict what they think will be obsolete in 2020.\u003c/p>\n\u003cp>Walls around the classroom, said\u003cstrong> Bernadette Adams Yates\u003c/strong>, senior research analyst, who works at the Office of Education Technology at the Department of Education. \"We're moving towards students being able to create their own learning environments. It would be great for them to be able to put together their own learning path,\" she said.\u003c/p>\n\u003cp>New Orleans teacher \u003cstrong>Kaycee Eckhart\u003c/strong> would love to see an end to remediation, which currently absorbs a lot of her teaching time. \"My own teaching methods will be obsolete,\" she said. Educators can't tend to teaching higher order critical thinking skills if \"we're constantly remediating a population that's been under-served.\"\u003c/p>\n\u003cp>Not surprisingly, print books will be obsolete, predicts \u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks.\" Instead of print books, Khosla predicts students will use devices for learning.\u003c/p>\n\u003cp>Metaphorically speaking, the front of the classroom will disappear, says \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign \u003c!--more-->learning environments. \"The classroom becomes more malleable,\" he says. \"Learning is more messy and dynamic. There's no archetype of what belongs where in the room. That entire model is up for grabs depending on what the challenge is.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Professional guilds will replace teachers' unions, educators will become facilitators, and, if Oakland teacher Constance Moore had her way, large classes would be obsolete.\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/jSyUSALeDq8\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/jSyUSALeDq8\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>[Co=produced with Matthew Williams.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "20142 http://blogs.kqed.org/mindshift/?p=20142",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/27/what-will-be-obsolete-in-2020/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 303,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://www.youtube.com/embed/jSyUSALeDq8"
],
"paragraphCount": 12
},
"modified": 1332963140,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "TB Expounding on the ideas of the wildly popular article 21 Things That Will Be Obsolete in 2020, we asked a few of those who attended Big Ideas Fest, a recent gathering of teachers, administrators, entrepreneurs and policymakers, to predict what they think will be obsolete in 2020. Walls around the classroom, said Bernadette Adams",
"title": "What Will Be Obsolete in 2020? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "What Will Be Obsolete in 2020?",
"datePublished": "2012-03-27T17:00:08-07:00",
"dateModified": "2012-03-28T12:32:20-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "what-will-be-obsolete-in-2020",
"status": "publish",
"path": "/mindshift/20142/what-will-be-obsolete-in-2020",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20282\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-20282\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/photo-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Expounding on the ideas of the wildly popular article \u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will Be Obsolete in 2020\u003c/a>, \u003c/em>we asked a few of those who attended \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/\">Big Ideas Fest\u003c/a>, a recent gathering of teachers, administrators, entrepreneurs and policymakers, to predict what they think will be obsolete in 2020.\u003c/p>\n\u003cp>Walls around the classroom, said\u003cstrong> Bernadette Adams Yates\u003c/strong>, senior research analyst, who works at the Office of Education Technology at the Department of Education. \"We're moving towards students being able to create their own learning environments. It would be great for them to be able to put together their own learning path,\" she said.\u003c/p>\n\u003cp>New Orleans teacher \u003cstrong>Kaycee Eckhart\u003c/strong> would love to see an end to remediation, which currently absorbs a lot of her teaching time. \"My own teaching methods will be obsolete,\" she said. Educators can't tend to teaching higher order critical thinking skills if \"we're constantly remediating a population that's been under-served.\"\u003c/p>\n\u003cp>Not surprisingly, print books will be obsolete, predicts \u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks.\" Instead of print books, Khosla predicts students will use devices for learning.\u003c/p>\n\u003cp>Metaphorically speaking, the front of the classroom will disappear, says \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign \u003c!--more-->learning environments. \"The classroom becomes more malleable,\" he says. \"Learning is more messy and dynamic. There's no archetype of what belongs where in the room. That entire model is up for grabs depending on what the challenge is.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Professional guilds will replace teachers' unions, educators will become facilitators, and, if Oakland teacher Constance Moore had her way, large classes would be obsolete.\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/jSyUSALeDq8\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe width=\"560\" height=\"315\" src=\"http://www.youtube.com/embed/jSyUSALeDq8\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>[Co=produced with Matthew Williams.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20142/what-will-be-obsolete-in-2020",
"authors": [
"180"
],
"categories": [
"mindshift_194",
"mindshift_193"
],
"featImg": "mindshift_20282",
"label": "mindshift"
},
"mindshift_20107": {
"type": "posts",
"id": "mindshift_20107",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20107",
"score": null,
"sort": [
1332888751000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332888751,
"format": "aside",
"disqusTitle": "How Open Education Can Transform Learning",
"title": "How Open Education Can Transform Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20264\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-can-open-education-transform-learning/5600678778_5d2cbde495/\" rel=\"attachment wp-att-20264\">\u003cimg class=\"size-medium wp-image-20264\" title=\"5600678778_5d2cbde495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5600678778_5d2cbde495-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: NP_Josh\u003c/p>\n\u003c/div>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement \u003c/a>grows, the ripple effects of what it means for teachers to take control of \u003cem>what\u003c/em> they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just a few paths that the open education movement is creating.\u003c/p>\n\u003cp>At the\u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-big-ideas-fest\"> Big Ideas Fest\u003c/a> in December, we spoke to stakeholders in open education about how it's transforming learning.\u003c/p>\n\u003cp>For some, like \u003cstrong>Una Daly\u003c/strong>, associate director of Open College Textbooks the movement is inevitable. Open education is a natural progression in the freeing and sharing of information on the Internet. \"Open education is an evolutionary step in making sharing easier for students teachers and public,\" she said.\u003c/p>\n\u003cp>\u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks,” points out that customizable content allows educators to meet each of their students' specific needs, unlike the rigid text format.\u003c/p>\n\u003cp>But for public school teacher \u003cstrong>Constance Moore\u003c/strong>, who teaches art in Oakland, Calif., the logistics of finding open education resources online is a major challenge. \"You can't get online,\" she said. \u003c!--more-->\"You can barely send a fax from a lot of public schools. There's a big gap between what's available and how to access it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And that's exactly the point made by \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign learning environments. Long is worried that all the available resources online will get into the hands of those who already have means, leaving those who don't even further behind.\u003c/p>\n\u003cp>\"Those who have leverage, power and resources are going to pull it off, and those who don't will be further marginalized in terms of opportunity,\" Long said. If the debate is tangled around issues like \"public versus private versus charter, we're going to wake up sooner rather than later with a massive discrepancy.\"\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/iX95qyN2-Ro\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/iX95qyN2-Ro\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Co-produced with Matthew Williams.]\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "20107 http://blogs.kqed.org/mindshift/?p=20107",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/27/how-can-open-education-transform-learning/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 356,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://www.youtube.com/embed/iX95qyN2-Ro"
],
"paragraphCount": 12
},
"modified": 1346965761,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Flickr: NP_Josh As the open education movement grows, the ripple effects of what it means for teachers to take control of what they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just",
"title": "How Open Education Can Transform Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Open Education Can Transform Learning",
"datePublished": "2012-03-27T15:52:31-07:00",
"dateModified": "2012-09-06T14:09:21-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-can-open-education-transform-learning",
"status": "publish",
"path": "/mindshift/20107/how-can-open-education-transform-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20264\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-can-open-education-transform-learning/5600678778_5d2cbde495/\" rel=\"attachment wp-att-20264\">\u003cimg class=\"size-medium wp-image-20264\" title=\"5600678778_5d2cbde495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5600678778_5d2cbde495-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: NP_Josh\u003c/p>\n\u003c/div>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement \u003c/a>grows, the ripple effects of what it means for teachers to take control of \u003cem>what\u003c/em> they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just a few paths that the open education movement is creating.\u003c/p>\n\u003cp>At the\u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-big-ideas-fest\"> Big Ideas Fest\u003c/a> in December, we spoke to stakeholders in open education about how it's transforming learning.\u003c/p>\n\u003cp>For some, like \u003cstrong>Una Daly\u003c/strong>, associate director of Open College Textbooks the movement is inevitable. Open education is a natural progression in the freeing and sharing of information on the Internet. \"Open education is an evolutionary step in making sharing easier for students teachers and public,\" she said.\u003c/p>\n\u003cp>\u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks,” points out that customizable content allows educators to meet each of their students' specific needs, unlike the rigid text format.\u003c/p>\n\u003cp>But for public school teacher \u003cstrong>Constance Moore\u003c/strong>, who teaches art in Oakland, Calif., the logistics of finding open education resources online is a major challenge. \"You can't get online,\" she said. \u003c!--more-->\"You can barely send a fax from a lot of public schools. There's a big gap between what's available and how to access it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And that's exactly the point made by \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign learning environments. Long is worried that all the available resources online will get into the hands of those who already have means, leaving those who don't even further behind.\u003c/p>\n\u003cp>\"Those who have leverage, power and resources are going to pull it off, and those who don't will be further marginalized in terms of opportunity,\" Long said. If the debate is tangled around issues like \"public versus private versus charter, we're going to wake up sooner rather than later with a massive discrepancy.\"\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/iX95qyN2-Ro\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/iX95qyN2-Ro\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Co-produced with Matthew Williams.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20107/how-can-open-education-transform-learning",
"authors": [
"180"
],
"categories": [
"mindshift_194",
"mindshift_193"
],
"tags": [
"mindshift_170",
"mindshift_159",
"mindshift_158"
],
"featImg": "mindshift_20264",
"label": "mindshift"
},
"mindshift_20136": {
"type": "posts",
"id": "mindshift_20136",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20136",
"score": null,
"sort": [
1332870453000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332870453,
"format": "aside",
"disqusTitle": "How Do You Measure Learning?",
"title": "How Do You Measure Learning?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_20237\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-do-you-measure-learning/attachment/140446633/\" rel=\"attachment wp-att-20237\">\u003cimg class=\"size-full wp-image-20237\" title=\"140446633\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/140446633.jpg\" alt=\"\" width=\"508\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633.jpg 508w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-320x213.jpg 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap\">It's not a new question, but it's certainly a divisive one -- how to best measure student learning. As the Department of Education works toward finding a way to assess student learning \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">beyond what most agree are sub-par standardized tests\u003c/a>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">,\u003c/a> \u003c/em>and movement for \u003ca href=\"https://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">opting out of assessments grows\u003c/a>, educators and those who work in the education system are attempting to define the criteria for themselves.\u003c/p>\n\u003cp>At the \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/\">Big Ideas Fest\u003c/a> a few months ago, where teachers, administrators, entrepreneurs and policymakers gathered to parse valuable ideas and figure out how to bring them to action, we asked a few participants their opinion on how to measure learning. Their answers showed the broad range of the differences in opinion.\u003c/p>\n\u003cp>\"It depends on how you define what we mean by learning,\" said \u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital \"Flexbooks.\" Our current form of assessment only measures what students know \"in the moment,\" she said. But what we \u003cem>should\u003c/em> be measuring is dynamic learning -- how students can understand a concept and how they can apply it based on what information they have.\u003c/p>\n\u003cp>Art teacher \u003cstrong>Constance Moore\u003c/strong> from Oakland, Calif., suggested that students assess their own work. \"They can reflect on their own learning and drive their own progress so they can take it where they need to go,\" she said. It's unfair to use the same measurement for every student, she said. That kind of assessment has no meaning.\u003c/p>\n\u003cp>\u003cstrong>Kaycee Eckhart\u003c/strong>, who teaches at Sci Academy, a public charter school in New Orleans with a high special education population, believes she would do a disservice to her students to dismiss standardized testing outright.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There are so many ways to measure student growth,\" she said. \"I'm not against standardized testing and multiple choice testing. It's one way we need to assess kids,\"in light of the fact that students need to be prepared to take tests like the SAT to get into college. \"It's unfair of me to say we'll never take one of those tests. 'We're going to do all creative learning, and by the way, when \u003c!--more-->you're a junior there'll be a really hard test, and don't worry about it.'\"\u003c/p>\n\u003cp>Even taking standardized tests, she says, requires learning a skill set -- things like understanding questions and deciding between two difficult choices.\u003c/p>\n\u003cp>Embedding assessments in the context of what students are learning at the time would be ideal, according to \u003cstrong>Bernadette Adam Yates\u003c/strong>, senior research analyst in the Department of Education's Office of Education Technology, which recently launched \u003ca href=\"http://evidenceframework.org/\">Evidence Framework for Innovation and Excellence in Education\u003c/a>. \"So you're getting feedback, instruction is changing, adapting to what kids need,\" she said. \"It's a hard thing to do.\"\u003c/p>\n\u003cp>Watch the full interview \u003ca href=\"http://www.youtube.com/watch?v=oHNkDfXhh9s\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/oHNkDfXhh9s\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Produced by Matthew Williams\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "20136 http://blogs.kqed.org/mindshift/?p=20136",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/27/how-do-you-measure-learning/",
"stats": {
"hasVideo": true,
"hasChartOrMap": true,
"hasAudio": false,
"hasPolis": false,
"wordCount": 482,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [
"http://www.youtube.com/embed/oHNkDfXhh9s"
],
"paragraphCount": 12
},
"modified": 1333043481,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Getty It's not a new question, but it's certainly a divisive one -- how to best measure student learning. As the Department of Education works toward finding a way to assess student learning beyond what most agree are sub-par standardized tests, and movement for opting out of assessments grows, educators and those who work in",
"title": "How Do You Measure Learning? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Do You Measure Learning?",
"datePublished": "2012-03-27T10:47:33-07:00",
"dateModified": "2012-03-29T10:51:21-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-do-you-measure-learning",
"status": "publish",
"path": "/mindshift/20136/how-do-you-measure-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20237\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 508px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-do-you-measure-learning/attachment/140446633/\" rel=\"attachment wp-att-20237\">\u003cimg class=\"size-full wp-image-20237\" title=\"140446633\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/140446633.jpg\" alt=\"\" width=\"508\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633.jpg 508w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/140446633-320x213.jpg 320w\" sizes=\"(max-width: 508px) 100vw, 508px\">\u003c/a>Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap\">It's not a new question, but it's certainly a divisive one -- how to best measure student learning. As the Department of Education works toward finding a way to assess student learning \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">beyond what most agree are sub-par standardized tests\u003c/a>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">,\u003c/a> \u003c/em>and movement for \u003ca href=\"https://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">opting out of assessments grows\u003c/a>, educators and those who work in the education system are attempting to define the criteria for themselves.\u003c/p>\n\u003cp>At the \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/\">Big Ideas Fest\u003c/a> a few months ago, where teachers, administrators, entrepreneurs and policymakers gathered to parse valuable ideas and figure out how to bring them to action, we asked a few participants their opinion on how to measure learning. Their answers showed the broad range of the differences in opinion.\u003c/p>\n\u003cp>\"It depends on how you define what we mean by learning,\" said \u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital \"Flexbooks.\" Our current form of assessment only measures what students know \"in the moment,\" she said. But what we \u003cem>should\u003c/em> be measuring is dynamic learning -- how students can understand a concept and how they can apply it based on what information they have.\u003c/p>\n\u003cp>Art teacher \u003cstrong>Constance Moore\u003c/strong> from Oakland, Calif., suggested that students assess their own work. \"They can reflect on their own learning and drive their own progress so they can take it where they need to go,\" she said. It's unfair to use the same measurement for every student, she said. That kind of assessment has no meaning.\u003c/p>\n\u003cp>\u003cstrong>Kaycee Eckhart\u003c/strong>, who teaches at Sci Academy, a public charter school in New Orleans with a high special education population, believes she would do a disservice to her students to dismiss standardized testing outright.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There are so many ways to measure student growth,\" she said. \"I'm not against standardized testing and multiple choice testing. It's one way we need to assess kids,\"in light of the fact that students need to be prepared to take tests like the SAT to get into college. \"It's unfair of me to say we'll never take one of those tests. 'We're going to do all creative learning, and by the way, when \u003c!--more-->you're a junior there'll be a really hard test, and don't worry about it.'\"\u003c/p>\n\u003cp>Even taking standardized tests, she says, requires learning a skill set -- things like understanding questions and deciding between two difficult choices.\u003c/p>\n\u003cp>Embedding assessments in the context of what students are learning at the time would be ideal, according to \u003cstrong>Bernadette Adam Yates\u003c/strong>, senior research analyst in the Department of Education's Office of Education Technology, which recently launched \u003ca href=\"http://evidenceframework.org/\">Evidence Framework for Innovation and Excellence in Education\u003c/a>. \"So you're getting feedback, instruction is changing, adapting to what kids need,\" she said. \"It's a hard thing to do.\"\u003c/p>\n\u003cp>Watch the full interview \u003ca href=\"http://www.youtube.com/watch?v=oHNkDfXhh9s\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/oHNkDfXhh9s\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Produced by Matthew Williams\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20136/how-do-you-measure-learning",
"authors": [
"180"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_108",
"mindshift_170"
],
"featImg": "mindshift_20237",
"label": "mindshift"
},
"mindshift_20216": {
"type": "posts",
"id": "mindshift_20216",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20216",
"score": null,
"sort": [
1332781508000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332781508,
"format": "aside",
"disqusTitle": "Facing Challenges as Dual-Language Programs Grow",
"title": "Facing Challenges as Dual-Language Programs Grow",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/facing-challenges-as-dual-language-programs-grow/20216-revision/\" rel=\"attachment wp-att-20219\">\u003cimg class=\"size-medium wp-image-20219\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5536871685_23096a332c-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: USC Upstate\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>At Chula Vista Learning Community Charter School, students are taught lessons every week in a combination of Spanish, English and Mandarin. The public school, which has more than 400 students on its wait list, is hoping to eventually add a fourth language, the principal says, to better prepare pupils for the global economy.\u003c/p>\n\u003cp>“I think as we become more and more globally aware, we’re realizing that kids need to be prepared to be competitive in world markets,” said Principal Jorge Ramirez. “Kids need to be multilingual and multiliterate.”\u003c/p>\n\u003cp>From Chula Vista to Laguna Niguel and Sacramento, public schools are creating dual-language immersion programs at a fast pace. The California Department of Education estimates there are 318 bilingual immersion programs in the state, up from 201 in 2006.\u003c/p>\n\u003cp>“We have more research now that shows students who develop two or three languages to a high level have certain cognitive advantages,” said Julie Sugarman, a research associate with the Center for Applied Linguistics, a Washington, D.C.-based organization. “They do as well or better than their peers in English-only programs.”\u003c/p>\n\u003cp>California has long been considered a leader of the programs, establishing its first in the early 1980s.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The dual-language immersion programs are not nearly as controversial as the bilingual programs outlawed by Proposition 227 more than a decade ago. Unlike the original bilingual classes, which catered to non-native English speakers, the new programs are designed to blend English speakers and non-native speakers, to allow everyone to learn a second language. Schools are getting \u003c!--more-->around the bilingual education ban with yearly parental waivers or are operating as charter schools, which do not require the parental waivers.\u003c/p>\n\u003cp>About 50,000 students are enrolled in dual-language programs in California, state Department of Education officials say, and about half of them are English learners. Ninety percent of the programs offer Spanish as the second language, followed by Mandarin (4 percent), Korean (3 percent) and other languages (3 percent).\u003c/p>\n\u003cp>Two new Chinese immersion charter schools are expected to open in Orange County in the fall, and school officials in eastern San Diego County are planning to implement dual-language programs soon. Many existing programs are so popular that they have long waiting lists.\u003c/p>\n\u003cp>At El Sol Science and Arts Academy in Santa Ana, kindergartners are taught 90 percent in Spanish and 10 percent in English. Each following year, the language balance shifts closer to 50-50, where it eventually stays.\u003c/p>\n\u003cp>Monique Daviss, the school’s executive director, estimates that a handful of students opt out of the program each year, but those who remain thrive. The school’s state API scores are 880 this year, up from 784 three years ago. It has received a California Distinguished School award and the California Association for Bilingual Education Seal of Excellence.\u003c/p>\n\u003cp>Dual-language programs typically follow a similar model, but there are many variations. Some programs split the English and second language 50-50 for all grade levels. Some also make sure there’s an even balance in classes between English learners and English speakers.\u003c/p>\n\u003cp>At Wedgeworth Elementary School in Hacienda Heights, students in the dual-language immersion program have their lessons taught half in Mandarin and half in English. Students are taught some of every subject in both languages, to become familiar with academic terms.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“There needs to be extra monitoring for these programs. Momentum is building, and you want to make sure it’s being done right.”\u003c/aside>\n\u003cp>The program was created four years ago at the urging of Chinese parents, said Barbara Nakaoka, superintendent of the Hacienda La Puente Unified School District. Most of the students at the school are Chinese, but the immersion program also serves children from other backgrounds.\u003c/p>\n\u003cp>One of the biggest challenges is finding quality Mandarin teaching materials, said Bonnie Wilson, the program’s executive director.\u003c/p>\n\u003cp>“Most of our teachers end up creating their own,” Wilson said. “What they’re trying to do is keep up with California state standards.”\u003c/p>\n\u003cp>Dual-language programs across the state face similar hurdles. Finding quality teachers interested and trained in immersion methodology is another challenge. Then there are the critics – people who question whether public dollars ought to support such specialized instruction.\u003c/p>\n\u003cp>Sugarman notes that not all programs are produced equally.\u003c/p>\n\u003cp>\"Some are better than others,” she said. “Having a commitment to the model is important. Once you start tinkering, for example, adding more English out of fear that students aren’t learning English, the students are worse off.”\u003c/p>\n\u003cp>Dual-language immersion programs in California do not receive any special monitoring or funding from the state. They are not required to test or report results for students’ knowledge of the second language, though that is recommended.\u003c/p>\n\u003cp>And not all programs have thrived. State Department of Education officials say at least seven dual-language programs have been discontinued in recent years.\u003c/p>\n\u003cp>At Laguna Nueva School in Commerce, Principal Jose Franco says the dual-language program was discontinued because the school struggled to find qualified bilingual teachers. The program, which predates Franco, also struggled to maintain a 50-50 balance of English speakers and English learners.\u003c/p>\n\u003cp>Ramirez, of the Chula Vista Learning Community Charter School, remembers the struggles. For three years, the school’s state assessments were so low that it made the federal watch list. But now it boasts API test scores of 880, surpassing the state goal. In 2010, it was recognized as a California Distinguished School.\u003c/p>\n\u003cp>Ramirez says many dual immersion programs are effective, but the state needs to do a better job providing oversight.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“There needs to be extra monitoring for these programs,” Ramirez said. “Momentum is building, and you want to make sure it’s being done right.”\u003c/p>\n\u003ch5>\u003cem>Eleanor Yang Su is a contributor for California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org\">www.californiawatch.org\u003c/a>.\u003c/em>\u003c/h5>\n\n",
"disqusIdentifier": "20216 http://blogs.kqed.org/mindshift/?p=20216",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/26/facing-challenges-as-dual-language-programs-grow/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1025,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 26
},
"modified": 1332807464,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Flickr: USC Upstate By Eleanor Yang Su At Chula Vista Learning Community Charter School, students are taught lessons every week in a combination of Spanish, English and Mandarin. The public school, which has more than 400 students on its wait list, is hoping to eventually add a fourth language, the principal says, to better prepare",
"title": "Facing Challenges as Dual-Language Programs Grow | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Facing Challenges as Dual-Language Programs Grow",
"datePublished": "2012-03-26T10:05:08-07:00",
"dateModified": "2012-03-26T17:17:44-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "facing-challenges-as-dual-language-programs-grow",
"status": "publish",
"path": "/mindshift/20216/facing-challenges-as-dual-language-programs-grow",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/facing-challenges-as-dual-language-programs-grow/20216-revision/\" rel=\"attachment wp-att-20219\">\u003cimg class=\"size-medium wp-image-20219\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5536871685_23096a332c-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: USC Upstate\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>At Chula Vista Learning Community Charter School, students are taught lessons every week in a combination of Spanish, English and Mandarin. The public school, which has more than 400 students on its wait list, is hoping to eventually add a fourth language, the principal says, to better prepare pupils for the global economy.\u003c/p>\n\u003cp>“I think as we become more and more globally aware, we’re realizing that kids need to be prepared to be competitive in world markets,” said Principal Jorge Ramirez. “Kids need to be multilingual and multiliterate.”\u003c/p>\n\u003cp>From Chula Vista to Laguna Niguel and Sacramento, public schools are creating dual-language immersion programs at a fast pace. The California Department of Education estimates there are 318 bilingual immersion programs in the state, up from 201 in 2006.\u003c/p>\n\u003cp>“We have more research now that shows students who develop two or three languages to a high level have certain cognitive advantages,” said Julie Sugarman, a research associate with the Center for Applied Linguistics, a Washington, D.C.-based organization. “They do as well or better than their peers in English-only programs.”\u003c/p>\n\u003cp>California has long been considered a leader of the programs, establishing its first in the early 1980s.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The dual-language immersion programs are not nearly as controversial as the bilingual programs outlawed by Proposition 227 more than a decade ago. Unlike the original bilingual classes, which catered to non-native English speakers, the new programs are designed to blend English speakers and non-native speakers, to allow everyone to learn a second language. Schools are getting \u003c!--more-->around the bilingual education ban with yearly parental waivers or are operating as charter schools, which do not require the parental waivers.\u003c/p>\n\u003cp>About 50,000 students are enrolled in dual-language programs in California, state Department of Education officials say, and about half of them are English learners. Ninety percent of the programs offer Spanish as the second language, followed by Mandarin (4 percent), Korean (3 percent) and other languages (3 percent).\u003c/p>\n\u003cp>Two new Chinese immersion charter schools are expected to open in Orange County in the fall, and school officials in eastern San Diego County are planning to implement dual-language programs soon. Many existing programs are so popular that they have long waiting lists.\u003c/p>\n\u003cp>At El Sol Science and Arts Academy in Santa Ana, kindergartners are taught 90 percent in Spanish and 10 percent in English. Each following year, the language balance shifts closer to 50-50, where it eventually stays.\u003c/p>\n\u003cp>Monique Daviss, the school’s executive director, estimates that a handful of students opt out of the program each year, but those who remain thrive. The school’s state API scores are 880 this year, up from 784 three years ago. It has received a California Distinguished School award and the California Association for Bilingual Education Seal of Excellence.\u003c/p>\n\u003cp>Dual-language programs typically follow a similar model, but there are many variations. Some programs split the English and second language 50-50 for all grade levels. Some also make sure there’s an even balance in classes between English learners and English speakers.\u003c/p>\n\u003cp>At Wedgeworth Elementary School in Hacienda Heights, students in the dual-language immersion program have their lessons taught half in Mandarin and half in English. Students are taught some of every subject in both languages, to become familiar with academic terms.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“There needs to be extra monitoring for these programs. Momentum is building, and you want to make sure it’s being done right.”\u003c/aside>\n\u003cp>The program was created four years ago at the urging of Chinese parents, said Barbara Nakaoka, superintendent of the Hacienda La Puente Unified School District. Most of the students at the school are Chinese, but the immersion program also serves children from other backgrounds.\u003c/p>\n\u003cp>One of the biggest challenges is finding quality Mandarin teaching materials, said Bonnie Wilson, the program’s executive director.\u003c/p>\n\u003cp>“Most of our teachers end up creating their own,” Wilson said. “What they’re trying to do is keep up with California state standards.”\u003c/p>\n\u003cp>Dual-language programs across the state face similar hurdles. Finding quality teachers interested and trained in immersion methodology is another challenge. Then there are the critics – people who question whether public dollars ought to support such specialized instruction.\u003c/p>\n\u003cp>Sugarman notes that not all programs are produced equally.\u003c/p>\n\u003cp>\"Some are better than others,” she said. “Having a commitment to the model is important. Once you start tinkering, for example, adding more English out of fear that students aren’t learning English, the students are worse off.”\u003c/p>\n\u003cp>Dual-language immersion programs in California do not receive any special monitoring or funding from the state. They are not required to test or report results for students’ knowledge of the second language, though that is recommended.\u003c/p>\n\u003cp>And not all programs have thrived. State Department of Education officials say at least seven dual-language programs have been discontinued in recent years.\u003c/p>\n\u003cp>At Laguna Nueva School in Commerce, Principal Jose Franco says the dual-language program was discontinued because the school struggled to find qualified bilingual teachers. The program, which predates Franco, also struggled to maintain a 50-50 balance of English speakers and English learners.\u003c/p>\n\u003cp>Ramirez, of the Chula Vista Learning Community Charter School, remembers the struggles. For three years, the school’s state assessments were so low that it made the federal watch list. But now it boasts API test scores of 880, surpassing the state goal. In 2010, it was recognized as a California Distinguished School.\u003c/p>\n\u003cp>Ramirez says many dual immersion programs are effective, but the state needs to do a better job providing oversight.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“There needs to be extra monitoring for these programs,” Ramirez said. “Momentum is building, and you want to make sure it’s being done right.”\u003c/p>\n\u003ch5>\u003cem>Eleanor Yang Su is a contributor for California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org\">www.californiawatch.org\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20216/facing-challenges-as-dual-language-programs-grow",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"featImg": "mindshift_20219",
"label": "mindshift"
},
"mindshift_19989": {
"type": "posts",
"id": "mindshift_19989",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "19989",
"score": null,
"sort": [
1332440172000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332440172,
"format": "aside",
"disqusTitle": "Do Students Know Enough Smart Learning Strategies?",
"title": "Do Students Know Enough Smart Learning Strategies?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-20158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/10_11.15_newtech_0430-620x403.jpg\" alt=\"\" width=\"620\" height=\"403\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">What's the key to effective learning? One intriguing body of research suggests a rather gnomic answer: It’s not just what you know. It’s what you know about what you know.\u003c/p>\n\u003cp>To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows.\u003c/p>\n\u003cp>Research has found that students vary widely in what they know about how to learn, according to a team of educational researchers from Australia writing in this month’s issue of the journal \u003ca href=\"http://www.springerlink.com/content/p068qm6808q5g075/\">Instructional Science\u003c/a>. Most striking, low-achieving students show “substantial deficits” in their awareness of the cognitive and metacognitive strategies that lead to effective learning—suggesting that these students’ struggles may be due in part to a gap in their knowledge about how learning works.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teaching students good learning strategies leads to improved learning outcomes.\u003c/aside>\n\u003cp>Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a>, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember \u003c!--more-->what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.\u003c/p>\n\u003cp>In their own study, Askell-Williams and her coauthors took as their subjects 1,388 Australian high school students. They first administered an assessment to find out how much the students knew about cognitive and metacognitive learning strategies—and found that their familiarity with these tactics was “less than optimal.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):\u003c/p>\n\u003cul>\n\u003cli>I draw pictures or diagrams to help me understand this subject.\u003c/li>\n\u003cli>I make up questions that I try to answer about this subject.\u003c/li>\n\u003cli>When I am learning something new in this subject, I think back to what I already know about it.\u003c/li>\n\u003cli>I discuss what I am doing in this subject with others.\u003c/li>\n\u003cli>I practice things over and over until I know them well in this subject,\u003c/li>\n\u003cli>I think about my thinking, to check if I understand the ideas in this subject.\u003c/li>\n\u003cli>When I don’t understand something in this subject I go back over it again.\u003c/li>\n\u003cli>I make a note of things that I don’t understand very well in this subject, so that I can follow them up.\u003c/li>\n\u003cli>When I have finished an activity in this subject I look back to see how well I did.\u003c/li>\n\u003cli>I organize my time to manage my learning in this subject.\u003c/li>\n\u003cli>I make plans for how to do the activities in this subject.\u003c/li>\n\u003c/ul>\n\u003cp>Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how.\u003c/p>\n\u003cul>\n\u003cli>What is the topic for today’s lesson?\u003c/li>\n\u003cli>What will be important ideas in today’s lesson?\u003c/li>\n\u003cli>What do you already know about this topic?\u003c/li>\n\u003cli>What can you relate this to?\u003c/li>\n\u003cli>What will you do to remember the key ideas?\u003c/li>\n\u003cli>Is there anything about this topic you don’t understand, or are not clear about?\u003c/li>\n\u003c/ul>\n\n",
"disqusIdentifier": "19989 http://blogs.kqed.org/mindshift/?p=19989",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/22/do-students-know-enough-smart-learning-strategies/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 752,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 10
},
"modified": 1332440172,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Lenny Gonzales What's the key to effective learning? One intriguing body of research suggests a rather gnomic answer: It’s not just what you know. It’s what you know about what you know. To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge:",
"title": "Do Students Know Enough Smart Learning Strategies? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Do Students Know Enough Smart Learning Strategies?",
"datePublished": "2012-03-22T11:16:12-07:00",
"dateModified": "2012-03-22T11:16:12-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "do-students-know-enough-smart-learning-strategies",
"status": "publish",
"path": "/mindshift/19989/do-students-know-enough-smart-learning-strategies",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-20158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/10_11.15_newtech_0430-620x403.jpg\" alt=\"\" width=\"620\" height=\"403\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">What's the key to effective learning? One intriguing body of research suggests a rather gnomic answer: It’s not just what you know. It’s what you know about what you know.\u003c/p>\n\u003cp>To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows.\u003c/p>\n\u003cp>Research has found that students vary widely in what they know about how to learn, according to a team of educational researchers from Australia writing in this month’s issue of the journal \u003ca href=\"http://www.springerlink.com/content/p068qm6808q5g075/\">Instructional Science\u003c/a>. Most striking, low-achieving students show “substantial deficits” in their awareness of the cognitive and metacognitive strategies that lead to effective learning—suggesting that these students’ struggles may be due in part to a gap in their knowledge about how learning works.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teaching students good learning strategies leads to improved learning outcomes.\u003c/aside>\n\u003cp>Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by \u003ca href=\"http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html\">PISA\u003c/a>, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember \u003c!--more-->what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.\u003c/p>\n\u003cp>In their own study, Askell-Williams and her coauthors took as their subjects 1,388 Australian high school students. They first administered an assessment to find out how much the students knew about cognitive and metacognitive learning strategies—and found that their familiarity with these tactics was “less than optimal.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):\u003c/p>\n\u003cul>\n\u003cli>I draw pictures or diagrams to help me understand this subject.\u003c/li>\n\u003cli>I make up questions that I try to answer about this subject.\u003c/li>\n\u003cli>When I am learning something new in this subject, I think back to what I already know about it.\u003c/li>\n\u003cli>I discuss what I am doing in this subject with others.\u003c/li>\n\u003cli>I practice things over and over until I know them well in this subject,\u003c/li>\n\u003cli>I think about my thinking, to check if I understand the ideas in this subject.\u003c/li>\n\u003cli>When I don’t understand something in this subject I go back over it again.\u003c/li>\n\u003cli>I make a note of things that I don’t understand very well in this subject, so that I can follow them up.\u003c/li>\n\u003cli>When I have finished an activity in this subject I look back to see how well I did.\u003c/li>\n\u003cli>I organize my time to manage my learning in this subject.\u003c/li>\n\u003cli>I make plans for how to do the activities in this subject.\u003c/li>\n\u003c/ul>\n\u003cp>Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how.\u003c/p>\n\u003cul>\n\u003cli>What is the topic for today’s lesson?\u003c/li>\n\u003cli>What will be important ideas in today’s lesson?\u003c/li>\n\u003cli>What do you already know about this topic?\u003c/li>\n\u003cli>What can you relate this to?\u003c/li>\n\u003cli>What will you do to remember the key ideas?\u003c/li>\n\u003cli>Is there anything about this topic you don’t understand, or are not clear about?\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/19989/do-students-know-enough-smart-learning-strategies",
"authors": [
"4355"
],
"categories": [
"mindshift_193"
],
"featImg": "mindshift_20158",
"label": "mindshift"
},
"mindshift_20062": {
"type": "posts",
"id": "mindshift_20062",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20062",
"score": null,
"sort": [
1332265354000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332265354,
"format": "aside",
"disqusTitle": "Building Good Search Skills: What Students Need to Know",
"title": "Building Good Search Skills: What Students Need to Know",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "20062 http://blogs.kqed.org/mindshift/?p=20062",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/20/building-good-search-skills-what-students-need-to-know/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1235,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1332266429,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Getty The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short. That's part of the argument made by Wheaton College Professor Alan Jacobs in The Atlantic, who",
"title": "Building Good Search Skills: What Students Need to Know | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Building Good Search Skills: What Students Need to Know",
"datePublished": "2012-03-20T10:42:34-07:00",
"dateModified": "2012-03-20T11:00:29-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "building-good-search-skills-what-students-need-to-know",
"status": "publish",
"path": "/mindshift/20062/building-good-search-skills-what-students-need-to-know",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20062/building-good-search-skills-what-students-need-to-know",
"authors": [
"4359"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_695",
"mindshift_220"
],
"featImg": "mindshift_20079",
"label": "mindshift"
},
"mindshift_20026": {
"type": "posts",
"id": "mindshift_20026",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "20026",
"score": null,
"sort": [
1332178967000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1332178967,
"format": "aside",
"disqusTitle": "Facebook Meets College Apps with Mission Admission",
"title": "Facebook Meets College Apps with Mission Admission",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/facebook-meets-college-apps-with-mission-admission/collegeology1/\" rel=\"attachment wp-att-20038\">\u003cimg class=\"alignleft size-full wp-image-20038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/collegeology1.jpg\" alt=\"\" width=\"250\" height=\"187\">\u003c/a>By Nathan Maton\u003c/h5>\n\u003cp>Games and Facebook: We know those are two sure-fire ways of getting kids' attention. Combine them, and you might have a tool to motivate low-income high-schoolers to apply to college.\u003c/p>\n\u003cp>That's the premise, anyway, for launching \u003ca href=\"http://collegeology.usc.edu/games/\">Mission Admission\u003c/a> -- to help students who don't know what steps to take to get in the college application game.\u003c/p>\n\u003cp>“These kids didn’t know what kinds of classes they should be spending their time on or basic vocabulary like what is a letter of recommendation,\" said Tracy Fullerton, a USC professor and the lead game designer on the Mission Admission project about students she worked with, during a seminar at the recent SXSW conference. \"They didn't know how to break down the steps into things they could accomplish. They didn't know whether the Frisbee club or physics club would look better on an application.\"\u003c/p>\n\u003cp>The process of applying for college is already a game, Fullerton says. \"It's just usually played once at such high stakes. If students could play it in a fun and snarky environment, they could learn about the strategies of time management and how to focus their efforts in school.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">The process of applying for college is already a game. It's just usually played once at such high stakes.\u003c/aside>\n\u003cp>In Mission Admission, you play a different student every week applying for the same school. You can \"upgrade\" your school to give it a better reputation, and sort what classes and extra curricular activities to take.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"When they play the first time they're just learning the game just like everyone would if they were playing the \u003cem>real\u003c/em> game, the real college game,\" Fullerton said. \"At the end of it they're like, 'I see what I should've done.' Then if they play again with another group, they'll be the teacher and they'll \u003c!--more-->say, 'You're going to want to level up in that one because you're going to get a letter of recommendation in that physics class.'\"\u003c/p>\n\u003cp>The project grew initially from funding from U.S.C., which brought together a group led by Bill Tierney from the Center for Higher Education Policy Analysis together with Fullerton's Game Lab. With the seed funding (and later, funding from the Department of Education), the group formed a junior design team consisting of youth from under-served high schools. These kids created three games games as part of a participatory research process that allowed Fullerton's team to identify the core problems students face, including managing time and understanding application strategies. It isn't designed to teach content, rather it's designed to teach strategies. And that's the strength of games, according to Fullerton -- to teach strategy rather than content.\u003c/p>\n\u003cp>Fullerton said she had no plans to create such a game until Tierney convinced her that these students had no other prospects -- no school counselors to guide them, and typically parents who didn't know how to navigate the system.\u003c/p>\n\u003cp>\"Neither of my parents went to higher education so I know what it's like where there's no model for you,\" Fullerton said. \"I could've very easily slipped through the tracks. It was just through luck and the fact that my friends were filling out the forms for the SAT that I even took the SAT. I only applied to one college and luckily got into UCLA.\"\u003c/p>\n\u003cp>Fullerton knows that the game is designed for a very focused audience of under-served high school students thinking about their careers. They've reserved 1,000 copies of the board game version of the Facebook game, called Application Crunch, to send to schools who need it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mission Admission will launch in the spring as one of three under the banner of \u003ca href=\"http://tracyfullerton.com/projects/collegeology.html\">Collegeology Games\u003c/a> through the collaboration.\u003c/p>\n\n",
"disqusIdentifier": "20026 http://blogs.kqed.org/mindshift/?p=20026",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/19/facebook-meets-college-apps-with-mission-admission/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 645,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1332178970,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Nathan Maton Games and Facebook: We know those are two sure-fire ways of getting kids' attention. Combine them, and you might have a tool to motivate low-income high-schoolers to apply to college. That's the premise, anyway, for launching Mission Admission -- to help students who don't know what steps to take to get in",
"title": "Facebook Meets College Apps with Mission Admission | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Facebook Meets College Apps with Mission Admission",
"datePublished": "2012-03-19T10:42:47-07:00",
"dateModified": "2012-03-19T10:42:50-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "facebook-meets-college-apps-with-mission-admission",
"status": "publish",
"path": "/mindshift/20026/facebook-meets-college-apps-with-mission-admission",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/facebook-meets-college-apps-with-mission-admission/collegeology1/\" rel=\"attachment wp-att-20038\">\u003cimg class=\"alignleft size-full wp-image-20038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/collegeology1.jpg\" alt=\"\" width=\"250\" height=\"187\">\u003c/a>By Nathan Maton\u003c/h5>\n\u003cp>Games and Facebook: We know those are two sure-fire ways of getting kids' attention. Combine them, and you might have a tool to motivate low-income high-schoolers to apply to college.\u003c/p>\n\u003cp>That's the premise, anyway, for launching \u003ca href=\"http://collegeology.usc.edu/games/\">Mission Admission\u003c/a> -- to help students who don't know what steps to take to get in the college application game.\u003c/p>\n\u003cp>“These kids didn’t know what kinds of classes they should be spending their time on or basic vocabulary like what is a letter of recommendation,\" said Tracy Fullerton, a USC professor and the lead game designer on the Mission Admission project about students she worked with, during a seminar at the recent SXSW conference. \"They didn't know how to break down the steps into things they could accomplish. They didn't know whether the Frisbee club or physics club would look better on an application.\"\u003c/p>\n\u003cp>The process of applying for college is already a game, Fullerton says. \"It's just usually played once at such high stakes. If students could play it in a fun and snarky environment, they could learn about the strategies of time management and how to focus their efforts in school.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">The process of applying for college is already a game. It's just usually played once at such high stakes.\u003c/aside>\n\u003cp>In Mission Admission, you play a different student every week applying for the same school. You can \"upgrade\" your school to give it a better reputation, and sort what classes and extra curricular activities to take.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When they play the first time they're just learning the game just like everyone would if they were playing the \u003cem>real\u003c/em> game, the real college game,\" Fullerton said. \"At the end of it they're like, 'I see what I should've done.' Then if they play again with another group, they'll be the teacher and they'll \u003c!--more-->say, 'You're going to want to level up in that one because you're going to get a letter of recommendation in that physics class.'\"\u003c/p>\n\u003cp>The project grew initially from funding from U.S.C., which brought together a group led by Bill Tierney from the Center for Higher Education Policy Analysis together with Fullerton's Game Lab. With the seed funding (and later, funding from the Department of Education), the group formed a junior design team consisting of youth from under-served high schools. These kids created three games games as part of a participatory research process that allowed Fullerton's team to identify the core problems students face, including managing time and understanding application strategies. It isn't designed to teach content, rather it's designed to teach strategies. And that's the strength of games, according to Fullerton -- to teach strategy rather than content.\u003c/p>\n\u003cp>Fullerton said she had no plans to create such a game until Tierney convinced her that these students had no other prospects -- no school counselors to guide them, and typically parents who didn't know how to navigate the system.\u003c/p>\n\u003cp>\"Neither of my parents went to higher education so I know what it's like where there's no model for you,\" Fullerton said. \"I could've very easily slipped through the tracks. It was just through luck and the fact that my friends were filling out the forms for the SAT that I even took the SAT. I only applied to one college and luckily got into UCLA.\"\u003c/p>\n\u003cp>Fullerton knows that the game is designed for a very focused audience of under-served high school students thinking about their careers. They've reserved 1,000 copies of the board game version of the Facebook game, called Application Crunch, to send to schools who need it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mission Admission will launch in the spring as one of three under the banner of \u003ca href=\"http://tracyfullerton.com/projects/collegeology.html\">Collegeology Games\u003c/a> through the collaboration.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/20026/facebook-meets-college-apps-with-mission-admission",
"authors": [
"4354"
],
"categories": [
"mindshift_193"
],
"tags": [
"mindshift_832",
"mindshift_31",
"mindshift_20902",
"mindshift_831"
],
"featImg": "mindshift_20038",
"label": "mindshift"
},
"mindshift_19982": {
"type": "posts",
"id": "mindshift_19982",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "19982",
"score": null,
"sort": [
1331922140000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1331922140,
"format": "aside",
"disqusTitle": "Kony 2012: Viral Video Prompts a Teachable Moment",
"title": "Kony 2012: Viral Video Prompts a Teachable Moment",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_19998\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-large wp-image-19998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-620x351.png\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot of Kony 2012 YouTube Video\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the past weeks, schools across the country have had the chance to witness the lightning speed with which viral videos can travel around the globe, particularly when young people are involved. The trigger in this instance:\u003ca href=\"http://www.kony2012.com/\"> Invisible Children\u003c/a>, a 30-minute video highlighting the horrors of child abduction and other atrocities perpetrated by the Ugandan warlord Joseph Kony that has drawn more than 100 million hits.\u003c/p>\n\u003cp>How should schools handle the tidal wave of emotion, euphoria and what some criticize as \"\u003ca href=\"http://stream.aljazeera.com/story/clicktivism-destroying-meaningful-social-activism-0022095\">clicktivism\u003c/a>\" that has consumed the interest and attention of students?\u003c/p>\n\u003cp>I first learned about the video from an eighth-grade student, who described it in vivid detail. I was approached by our Dean of Students, who said a group of sixth-grade girls had stormed his office wanting to know if they could show the video at an assembly and raise money for the group Invisible Children.\u003c/p>\n\u003cp>Soon after, a sixth grade science teacher wrote me asking for advice about an issue that had arisen in his class: the Kony video. As part of the study on clean, available drinking water, the science teacher showed a short video called \u003cem>Ryan's Well\u003c/em> about a seven-year-old boy from Canada who raised enough money to drill a well for a school in Uganda, an act that then spiraled into the creation of \u003ca href=\"http://www.ryanswell.ca/\">Ryan's Well Foundation\u003c/a>.\u003c/p>\n\u003cp>During the discussion around \u003cem>Ryan's Well, \u003c/em>a few students in every one of the science teacher's class eventually led to the Kony 2012 YouTube video. \"Needless to say, this was an amazing learning moment for me and the students,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Now the pace of change is so incredibly fast, is there enough time for understanding and reflection?\"\u003c/aside>\n\u003cp>The science teacher took the opportunity to ask questions and looked into the Invisible Children video. He learned about how videos go viral and he examined the authenticity of the Invisible Children foundation, learning that their practices\u003ca href=\"http://www.ethanzuckerman.com/blog/2012/03/08/unpacking-kony-2012/\"> are not as clean and clear\u003c/a> as the students had led him to believe, and the problem with oversimplifying a murky and complicated political conflict.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Most importantly, he contacted his students' parents to let them know about the buzz around the \u003c!--more-->video, and he included links to articles and explanations.\u003c/p>\n\u003cp>Not surprisingly, many parents had heard their kids talking about the video but did not really know or understand what it was all about. \"I was very confused because my son was talking about child abduction and death,\" one parent wrote. The communication from school to home helped the parents gather more knowledge so that they could talk about the video and the issues at home.\u003c/p>\n\u003cp>\"I'm so glad you shared all the links and explained what has happened. I think parents will appreciate all the information,\" another parent wrote. \"I think we need to think hard about how to evaluate it all. No small task. Experience will be a great teacher. But now the pace of change is so incredibly fast, is there enough time for understanding and reflection? I think we just have to adapt. Understanding what is out there helps. Thanks for including us in the conversation.\"\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE POWER OF SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>More and more, schools face the unrelenting growth of social media in kids' lives, and it can be overwhelming to the adults, both teachers and parents, who are often the last to know or find out about the next new thing. Schools need to loop the parents into the conversation so that kids know that the adults in their lives are paying attention and helping to educate kids around the exciting, yet sometimes thorny issues surrounding social media, including authenticity and smart consumption.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-medium wp-image-20001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.24.47-AM-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Kony2012\u003c/p>\n\u003c/div>\n\u003cp>This question of critical consumption is key for teachers and parents to consider. \"Invisible Children knew that it was targeting culture makers and youth [...] When celebrities receive this kind of onslaught from their fans -- and, especially their younger fans -- they pay attention,\" writes youth culture researcher Danah Boyd \u003ca href=\"http://www.huffingtonpost.com/danah-boyd/post_3126_b_1345782.html\">in a recent post\u003c/a>.\u003c/p>\n\u003cp>Kids can easily get swept up in the tide of celebrity \"do goodism\" and quickly miss the larger forces at work behind viral videos. For kids, it's exciting to get caught up in the energy of a cause, and, as Boyd notes, \"young people feel like they did something by getting a celebrity to pay attention to a cause.\" And yes, let's face it -- kids also suffer from FOMO - \"fear of missing out.\"\u003c/p>\n\u003cp>But as Henry Jenkins, a USC professor and researcher of youth participatory culture \u003ca href=\"http://henryjenkins.org/2012/03/why_youth_are_drawn_to_invisib.html\">points out\u003c/a>, \"this critique ... ignores the possibility that the movie may be meaningful in mobilizing young people as civic actors... Even when young people want to create social change, finding ways to get meaningfully involved, particularly in world affairs, is described by many members as a challenge. A key strength of Invisible Children, and one that \u003cem>Kony 2012 \u003c/em>exhibits as well, is the way it offers young people actionable steps, concrete channels to express a pre-existing activist desire.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/screen-shot-2012-03-16-at-10-39-35-am/\" rel=\"attachment wp-att-20002\">\u003cimg class=\"alignleft size-medium wp-image-20002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.39.35-AM-300x184.png\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>So how do we help kids become critical consumers, instead of just mass consumers of content? How do we leverage their enthusiasm and passion for social good in the world? We certainly don't want to dampen their enthusiasm and optimism that they can do something to change the world for the better, but we also do not want kids jumping in blindly to support and spread the latest social cause craze, like Kony 2012.\u003c/p>\n\u003cp>Here are a few key steps schools and parents can take:\u003c/p>\n\u003cul>\n\u003cli>Listen and pay attention to what kids are doing on social media and engage in the conversation.\u003c/li>\n\u003cli>Schools should keep parents in the loop to help them know how to navigate controversial topics that first emerge at school. Offer talking points, questions and links to articles and sites to help facilitate the home conversation.\u003c/li>\n\u003cli>Examine sources and Web sites together and question authenticity of information. What are the facts? How do we know information is accurate and true?\u003c/li>\n\u003cli>Discuss philanthropy. What does it mean? Where and how should one give money online? Is the money being given to an organization getting into the hands of the people who most need it? How do you verify that?\u003c/li>\n\u003cli>Understand about virality of videos by watching Kevin Allocca's Ted Talk, \"\u003ca href=\"http://www.ted.com/talks/kevin_allocca_why_videos_go_viral.html\">Why Videos Go Viral\u003c/a>.\"\u003c/li>\n\u003c/ul>\n\u003cp>The Kony video has ignited passion, but it's also generated important questions and issues for us to think about, especially as we work to help guide kids to make sense of social media and the globe. The Kony video is a case study that every school should examine and unpack with kids and parents.\u003c/p>\n\u003cp>Thanks to the kids for teaching us to learn quickly.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\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/p>\n\n",
"disqusIdentifier": "19982 http://blogs.kqed.org/mindshift/?p=19982",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/16/kony-2012-viral-video-prompts-a-teachable-moment/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1162,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 21
},
"modified": 1331922393,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Matt Levinson Over the past weeks, schools across the country have had the chance to witness the lightning speed with which viral videos can travel around the globe, particularly when young people are involved. The trigger in this instance: Invisible Children, a 30-minute video highlighting the horrors of child abduction and other atrocities perpetrated",
"title": "Kony 2012: Viral Video Prompts a Teachable Moment | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Kony 2012: Viral Video Prompts a Teachable Moment",
"datePublished": "2012-03-16T11:22:20-07:00",
"dateModified": "2012-03-16T11:26:33-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "kony-2012-viral-video-prompts-a-teachable-moment",
"status": "publish",
"path": "/mindshift/19982/kony-2012-viral-video-prompts-a-teachable-moment",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19998\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-large wp-image-19998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-620x351.png\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot of Kony 2012 YouTube Video\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the past weeks, schools across the country have had the chance to witness the lightning speed with which viral videos can travel around the globe, particularly when young people are involved. The trigger in this instance:\u003ca href=\"http://www.kony2012.com/\"> Invisible Children\u003c/a>, a 30-minute video highlighting the horrors of child abduction and other atrocities perpetrated by the Ugandan warlord Joseph Kony that has drawn more than 100 million hits.\u003c/p>\n\u003cp>How should schools handle the tidal wave of emotion, euphoria and what some criticize as \"\u003ca href=\"http://stream.aljazeera.com/story/clicktivism-destroying-meaningful-social-activism-0022095\">clicktivism\u003c/a>\" that has consumed the interest and attention of students?\u003c/p>\n\u003cp>I first learned about the video from an eighth-grade student, who described it in vivid detail. I was approached by our Dean of Students, who said a group of sixth-grade girls had stormed his office wanting to know if they could show the video at an assembly and raise money for the group Invisible Children.\u003c/p>\n\u003cp>Soon after, a sixth grade science teacher wrote me asking for advice about an issue that had arisen in his class: the Kony video. As part of the study on clean, available drinking water, the science teacher showed a short video called \u003cem>Ryan's Well\u003c/em> about a seven-year-old boy from Canada who raised enough money to drill a well for a school in Uganda, an act that then spiraled into the creation of \u003ca href=\"http://www.ryanswell.ca/\">Ryan's Well Foundation\u003c/a>.\u003c/p>\n\u003cp>During the discussion around \u003cem>Ryan's Well, \u003c/em>a few students in every one of the science teacher's class eventually led to the Kony 2012 YouTube video. \"Needless to say, this was an amazing learning moment for me and the students,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Now the pace of change is so incredibly fast, is there enough time for understanding and reflection?\"\u003c/aside>\n\u003cp>The science teacher took the opportunity to ask questions and looked into the Invisible Children video. He learned about how videos go viral and he examined the authenticity of the Invisible Children foundation, learning that their practices\u003ca href=\"http://www.ethanzuckerman.com/blog/2012/03/08/unpacking-kony-2012/\"> are not as clean and clear\u003c/a> as the students had led him to believe, and the problem with oversimplifying a murky and complicated political conflict.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Most importantly, he contacted his students' parents to let them know about the buzz around the \u003c!--more-->video, and he included links to articles and explanations.\u003c/p>\n\u003cp>Not surprisingly, many parents had heard their kids talking about the video but did not really know or understand what it was all about. \"I was very confused because my son was talking about child abduction and death,\" one parent wrote. The communication from school to home helped the parents gather more knowledge so that they could talk about the video and the issues at home.\u003c/p>\n\u003cp>\"I'm so glad you shared all the links and explained what has happened. I think parents will appreciate all the information,\" another parent wrote. \"I think we need to think hard about how to evaluate it all. No small task. Experience will be a great teacher. But now the pace of change is so incredibly fast, is there enough time for understanding and reflection? I think we just have to adapt. Understanding what is out there helps. Thanks for including us in the conversation.\"\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE POWER OF SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>More and more, schools face the unrelenting growth of social media in kids' lives, and it can be overwhelming to the adults, both teachers and parents, who are often the last to know or find out about the next new thing. Schools need to loop the parents into the conversation so that kids know that the adults in their lives are paying attention and helping to educate kids around the exciting, yet sometimes thorny issues surrounding social media, including authenticity and smart consumption.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-medium wp-image-20001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.24.47-AM-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Kony2012\u003c/p>\n\u003c/div>\n\u003cp>This question of critical consumption is key for teachers and parents to consider. \"Invisible Children knew that it was targeting culture makers and youth [...] When celebrities receive this kind of onslaught from their fans -- and, especially their younger fans -- they pay attention,\" writes youth culture researcher Danah Boyd \u003ca href=\"http://www.huffingtonpost.com/danah-boyd/post_3126_b_1345782.html\">in a recent post\u003c/a>.\u003c/p>\n\u003cp>Kids can easily get swept up in the tide of celebrity \"do goodism\" and quickly miss the larger forces at work behind viral videos. For kids, it's exciting to get caught up in the energy of a cause, and, as Boyd notes, \"young people feel like they did something by getting a celebrity to pay attention to a cause.\" And yes, let's face it -- kids also suffer from FOMO - \"fear of missing out.\"\u003c/p>\n\u003cp>But as Henry Jenkins, a USC professor and researcher of youth participatory culture \u003ca href=\"http://henryjenkins.org/2012/03/why_youth_are_drawn_to_invisib.html\">points out\u003c/a>, \"this critique ... ignores the possibility that the movie may be meaningful in mobilizing young people as civic actors... Even when young people want to create social change, finding ways to get meaningfully involved, particularly in world affairs, is described by many members as a challenge. A key strength of Invisible Children, and one that \u003cem>Kony 2012 \u003c/em>exhibits as well, is the way it offers young people actionable steps, concrete channels to express a pre-existing activist desire.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/screen-shot-2012-03-16-at-10-39-35-am/\" rel=\"attachment wp-att-20002\">\u003cimg class=\"alignleft size-medium wp-image-20002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.39.35-AM-300x184.png\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>So how do we help kids become critical consumers, instead of just mass consumers of content? How do we leverage their enthusiasm and passion for social good in the world? We certainly don't want to dampen their enthusiasm and optimism that they can do something to change the world for the better, but we also do not want kids jumping in blindly to support and spread the latest social cause craze, like Kony 2012.\u003c/p>\n\u003cp>Here are a few key steps schools and parents can take:\u003c/p>\n\u003cul>\n\u003cli>Listen and pay attention to what kids are doing on social media and engage in the conversation.\u003c/li>\n\u003cli>Schools should keep parents in the loop to help them know how to navigate controversial topics that first emerge at school. Offer talking points, questions and links to articles and sites to help facilitate the home conversation.\u003c/li>\n\u003cli>Examine sources and Web sites together and question authenticity of information. What are the facts? How do we know information is accurate and true?\u003c/li>\n\u003cli>Discuss philanthropy. What does it mean? Where and how should one give money online? Is the money being given to an organization getting into the hands of the people who most need it? How do you verify that?\u003c/li>\n\u003cli>Understand about virality of videos by watching Kevin Allocca's Ted Talk, \"\u003ca href=\"http://www.ted.com/talks/kevin_allocca_why_videos_go_viral.html\">Why Videos Go Viral\u003c/a>.\"\u003c/li>\n\u003c/ul>\n\u003cp>The Kony video has ignited passion, but it's also generated important questions and issues for us to think about, especially as we work to help guide kids to make sense of social media and the globe. The Kony video is a case study that every school should examine and unpack with kids and parents.\u003c/p>\n\u003cp>Thanks to the kids for teaching us to learn quickly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\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/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/19982/kony-2012-viral-video-prompts-a-teachable-moment",
"authors": [
"180"
],
"categories": [
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_31",
"mindshift_830",
"mindshift_30"
],
"featImg": "mindshift_19998",
"label": "mindshift"
},
"mindshift_19896": {
"type": "posts",
"id": "mindshift_19896",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "19896",
"score": null,
"sort": [
1331663559000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1331663559,
"format": "aside",
"disqusTitle": "Five Awesome Virtual Field Trips for Students of All Ages",
"title": "Five Awesome Virtual Field Trips for Students of All Ages",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/five-awesome-virtual-field-trips-for-students-of-all-ages/screen-shot-2012-03-13-at-11-29-37-am-3/\" rel=\"attachment wp-att-19904\">\u003cimg class=\"alignleft size-medium wp-image-19904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-300x203.png\" alt=\"\" width=\"300\" height=\"203\">\u003c/a>By Stephen Chupaska\u003c/h5>\n\u003cp>One of the best things living in the digital age is being able to connect across the globe to other students, professionals, and cultural organizations who can show unique perspectives from their corner of the world. Nothing beats the real-life experience of going on actual field trips, but savvy schools and teachers have long been taking advantage of sites like Skype to give students from San Diego to New Zealand the opportunity to interact with people from all the world and to stamp their virtual field trip passports. Here are just a few examples.\u003c/p>\n\u003col>\n\u003cli>In what \u003ca>EdTech Digest called the “the best use of Skype ever\u003c/a>,” Virginia Tech geography professor John Boyer, \u003ca href=\"http://www.youtube.com/watch?v=wykszddoHqw&feature=related\">played host to a Skype interview with Aung Sun Suu Kyi\u003c/a>, the Burmese resistance leader who was under house arrest for 30 years. Boyer and his students created YouTube videos asking Suu Kyi for an interview, which she granted in on Dec. 5. The interview was broadcast to 3,000 students in an auditorium on campus.\u003c/li>\n\u003cli>At Penn Elementary School in Iowa City, teacher Andrew Fenstermaker is using Skype to escort his first-grade students on a road trip some retirees dream about taking in RVs -- a tour of all 50 states. According to an \u003ca href=\"http://www.press-citizen.com/article/20120214/NEWS01/302140008/Penn-first-graders-Skype-classes-across-country\">article last month in the Iowa City Press Citizen,\u003c/a> Fenstermaker has made contact with 22 classrooms in 17 states. The class’ most recent Skype session took place with a school in New Jersey, where students on both ends practices their English and Spanish skills. And they are not just video meet and greets. After the sessions, Fenstermaker and his class make Venn diagrams to chart the classes’ similarities and differences.\u003c/li>\n\u003cli>Scholastic’s Web site is offering teachers the chance to take students on a \u003ca href=\"http://www.scholastic.com/teachbrianselznick/assets/video.htm\">virtual tour of Museum on Natural History in New York\u003c/a>, hosted by children’s book author Brian Selznick. Selznick, who set his latest work, “Wonderstruck” at the museum, offers a guided tour of \u003c!--more-->some of his favorite exhibits, such as a diorama on the North American wolf, a giant mosquito model and the Hall of Meteorites. Predictably, there are also plenty of subtle plugs for Selznick’s book. Be forewarned. Update: Scholastic will offer a free live webcast March 29, 2012 on a new \u003ca href=\"http://teacher.scholastic.com/activities/immigration/webcast.htm\">virtual field trip to Ellis Island\u003c/a> following the paths of immigrants as they arrived.\u003c/li>\n\u003cli>\u003ca href=\"http://www.google.com/url?q=http%3A%2F%2Fwww.stuff.co.nz%2Ftimaru-herald%2Fnews%2F6009244%2FVirtual-crowd-to-climb-mountain&sa=D&sntz=1&usg=AFQjCNHjbcU9psd8YTmGXKsxedD1MuXjAQ\">In New Zealand in November, \u003c/a> two representatives from the Kiwi education firm Learnz, were planning to climb to the summit of Muller Hut, one of the mountains Sir Edmund Hilary trained on prior to his famous ascent up Mount Everest. More than 3,000 students from 100 schools around the country watched, some even decided to lay out sleeping bags in “preparation.\"\u003c/li>\n\u003cli>According to a recent story in the \u003ca href=\"http://www.redlandsdailyfacts.com/sanbernardinocounty/ci_19877984\">Redlands Daily Facts,\u003c/a> students at Rialto Middle School in Rialto, Calif. used telepresence video boards to watch Chinese dancers perform live at El Cajon High School in suburban San Diego. A school board member there called the video boards, which were “laid down” by Cisco Systems “Skype on steroids.”\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "19896 http://blogs.kqed.org/mindshift/?p=19896",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/13/five-awesome-virtual-field-trips-for-students-of-all-ages/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 540,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 3
},
"modified": 1333148274,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Stephen Chupaska One of the best things living in the digital age is being able to connect across the globe to other students, professionals, and cultural organizations who can show unique perspectives from their corner of the world. Nothing beats the real-life experience of going on actual field trips, but savvy schools and teachers",
"title": "Five Awesome Virtual Field Trips for Students of All Ages | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Five Awesome Virtual Field Trips for Students of All Ages",
"datePublished": "2012-03-13T11:32:39-07:00",
"dateModified": "2012-03-30T15:57:54-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "five-awesome-virtual-field-trips-for-students-of-all-ages",
"status": "publish",
"path": "/mindshift/19896/five-awesome-virtual-field-trips-for-students-of-all-ages",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/five-awesome-virtual-field-trips-for-students-of-all-ages/screen-shot-2012-03-13-at-11-29-37-am-3/\" rel=\"attachment wp-att-19904\">\u003cimg class=\"alignleft size-medium wp-image-19904\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-13-at-11.29.37-AM2-300x203.png\" alt=\"\" width=\"300\" height=\"203\">\u003c/a>By Stephen Chupaska\u003c/h5>\n\u003cp>One of the best things living in the digital age is being able to connect across the globe to other students, professionals, and cultural organizations who can show unique perspectives from their corner of the world. Nothing beats the real-life experience of going on actual field trips, but savvy schools and teachers have long been taking advantage of sites like Skype to give students from San Diego to New Zealand the opportunity to interact with people from all the world and to stamp their virtual field trip passports. Here are just a few examples.\u003c/p>\n\u003col>\n\u003cli>In what \u003ca>EdTech Digest called the “the best use of Skype ever\u003c/a>,” Virginia Tech geography professor John Boyer, \u003ca href=\"http://www.youtube.com/watch?v=wykszddoHqw&feature=related\">played host to a Skype interview with Aung Sun Suu Kyi\u003c/a>, the Burmese resistance leader who was under house arrest for 30 years. Boyer and his students created YouTube videos asking Suu Kyi for an interview, which she granted in on Dec. 5. The interview was broadcast to 3,000 students in an auditorium on campus.\u003c/li>\n\u003cli>At Penn Elementary School in Iowa City, teacher Andrew Fenstermaker is using Skype to escort his first-grade students on a road trip some retirees dream about taking in RVs -- a tour of all 50 states. According to an \u003ca href=\"http://www.press-citizen.com/article/20120214/NEWS01/302140008/Penn-first-graders-Skype-classes-across-country\">article last month in the Iowa City Press Citizen,\u003c/a> Fenstermaker has made contact with 22 classrooms in 17 states. The class’ most recent Skype session took place with a school in New Jersey, where students on both ends practices their English and Spanish skills. And they are not just video meet and greets. After the sessions, Fenstermaker and his class make Venn diagrams to chart the classes’ similarities and differences.\u003c/li>\n\u003cli>Scholastic’s Web site is offering teachers the chance to take students on a \u003ca href=\"http://www.scholastic.com/teachbrianselznick/assets/video.htm\">virtual tour of Museum on Natural History in New York\u003c/a>, hosted by children’s book author Brian Selznick. Selznick, who set his latest work, “Wonderstruck” at the museum, offers a guided tour of \u003c!--more-->some of his favorite exhibits, such as a diorama on the North American wolf, a giant mosquito model and the Hall of Meteorites. Predictably, there are also plenty of subtle plugs for Selznick’s book. Be forewarned. Update: Scholastic will offer a free live webcast March 29, 2012 on a new \u003ca href=\"http://teacher.scholastic.com/activities/immigration/webcast.htm\">virtual field trip to Ellis Island\u003c/a> following the paths of immigrants as they arrived.\u003c/li>\n\u003cli>\u003ca href=\"http://www.google.com/url?q=http%3A%2F%2Fwww.stuff.co.nz%2Ftimaru-herald%2Fnews%2F6009244%2FVirtual-crowd-to-climb-mountain&sa=D&sntz=1&usg=AFQjCNHjbcU9psd8YTmGXKsxedD1MuXjAQ\">In New Zealand in November, \u003c/a> two representatives from the Kiwi education firm Learnz, were planning to climb to the summit of Muller Hut, one of the mountains Sir Edmund Hilary trained on prior to his famous ascent up Mount Everest. More than 3,000 students from 100 schools around the country watched, some even decided to lay out sleeping bags in “preparation.\"\u003c/li>\n\u003cli>According to a recent story in the \u003ca href=\"http://www.redlandsdailyfacts.com/sanbernardinocounty/ci_19877984\">Redlands Daily Facts,\u003c/a> students at Rialto Middle School in Rialto, Calif. used telepresence video boards to watch Chinese dancers perform live at El Cajon High School in suburban San Diego. A school board member there called the video boards, which were “laid down” by Cisco Systems “Skype on steroids.”\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/19896/five-awesome-virtual-field-trips-for-students-of-all-ages",
"authors": [
"4354"
],
"categories": [
"mindshift_194",
"mindshift_193"
],
"tags": [
"mindshift_357",
"mindshift_828"
],
"featImg": "mindshift_19904",
"label": "mindshift"
},
"mindshift_19858": {
"type": "posts",
"id": "mindshift_19858",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "19858",
"score": null,
"sort": [
1331572713000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1331572713,
"format": "aside",
"disqusTitle": "At Flex Academy, High School Mimics the Workplace ",
"title": "At Flex Academy, High School Mimics the Workplace ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_19868\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">\u003cimg class=\"size-large wp-image-19868\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-620x352.png\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every weekday, Chanel Hines commutes from Walnut Creek across the Bay Bridge to an office building in downtown San Francisco. When she arrives (usually around nine), she logs into her computer, sits down at her desk, and checks her schedule for upcoming appointments. Then she might begin working on a project or head to a meeting down the hall.\u003c/p>\n\u003cp>This sounds like a typical day at the office. But Chanel is 15 and a sophomore at the San Francisco \u003ca href=\"http://www.k12.com/sfflex\">Flex Academy\u003c/a>. This is not work; it’s high school.\u003c/p>\n\u003cp>The Flex Academy—housed in the old San Francisco Press Club building near Union Square—is nearly two years into what one of its teachers calls an “interesting experiment,” where students do most of their coursework online, set up appointments with their teachers via email, and sidle up to their classmate’s cubicle if they need help with an algebra problem.\u003c/p>\n\u003cp>“You have a lot of freedom here,” Chanel said. “But you still need to get your work done, or you won’t be successful.”\u003c/p>\n\u003cp>Like all of her classmates, Chanel has a cubicle, one of many spaced out in the Press Club’s old banquet hall, with an oaken bar (now empty) off to the side and crystal chandeliers hanging from the ceiling. The atmospheric setting is unique, as is Flex’s academic approach.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 165 students take all their courses online through software provided by the for-profit education company K12. Each semester, the students work through a series of lessons in each of the four core subject areas—English, Math, Science, and History. Plus, they take an online elective from a menu of more than 100 options provided by K12, spanning topics such as Macroeconomics, Audio Engineering, and Art History. (Chanel is currently taking French III).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have a lot of freedom here. But you still need to get your work done, or you won’t be successful.”\u003c/aside>\n\u003cp>The brunt of the academic work is done online, with each student’s assignments, homework, grades, and assessments tracked and compiled onto an online dashboard that can be seen by their teachers and parents. Some students say they don't even know what grades their peers are in. \"In traditional public schools, there's segregation between grades,\" says student Sophia L. in the \u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">school's promotional video\u003c/a>. \"At this school, I don't really know who's in what grade. I just talk to anybody.\"\u003c/p>\n\u003cp>“It’s an intriguing approach,” English teacher Megan Jacquot said. “When I first heard about the school, I was interested in the amount that technology is used.”\u003c/p>\n\u003cp>You might wonder what Jacquot does if her students take their classes online. Jacquot said her job \u003c!--more-->at Flex is not that much different from her previous job teaching English at a traditional public high school in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_19873\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-51-25-am/\" rel=\"attachment wp-att-19873\">\u003cimg class=\"size-medium wp-image-19873\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.51.25-AM-300x166.png\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Flex Academy is located in San Francisco's Press Club building downtown.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m in front of kids from 9 a.m., when school begins, to 3:15, when it ends,” she said. “There is this misconception that there is no teaching going on here, but I’m teaching all day.”\u003c/p>\n\u003cp>Jacquot pulls students in individually or in small groups to help them with particular concepts when they're struggling with the online course material. Jacquot says she can track student progress online and target her interventions. For instance, on a recent school day, a group of students were in Jacquot’s classroom—a converted library with wood paneled bookshelves set into the walls—learning how to add citations to research papers.\u003c/p>\n\u003cp>“I really get to know what's going on behind the scenes with my kids,” she said. “Like with this research paper: I know exactly where all of them are in the writing process. Who’s drafting, who’s finishing up, and who needs help researching. I know all my students really well.”\u003c/p>\n\u003cp>Flex founder and CEO Mark Kushner said this setup mimics real life. “What do you do when you have a problem with a project at work? You seek out your colleagues or your boss and you work through it,” he said. “That’s what these students do here.”\u003c/p>\n\u003cp>Kushner and other Flex officials do not shy away from touting the school’s alternative approach. On its Web site, Flex is advertised as “one of California’s first five-day-a-week ‘hybrid’ public high schools.” A makeshift sign in the front window of the San Francisco campus reads: “The Future of Public School Education is Here” -- a bold signals that school officials are confident in their model. In fact, Flex opened a brand new, state-of-the-art campus in Silicon Valley just a few weeks ago.\u003c/p>\n\u003cp>\u003cstrong>DEALING WITH CHALLENGES\u003c/strong>\u003cbr>\nYet kinks are inevitable. On the same day Jacquot was teaching citations in her class, the wireless Internet went down throughout the entire building. Students working independently at their cubicles soon became restless. In the old banquet hall, some students sat listlessly in their chairs. Others clicked \"refresh\" on their school-issued laptops with little apparent satisfaction.\u003c/p>\n\u003cp>“Like any school, when the Internet goes down, it’s a nightmare,” Principal Royce Conner said. “But we run on our staff. When this happens, we make copies, get out our books, and teach. It doesn’t cripple us.”\u003c/p>\n\u003cp>Conner admitted, beyond mere technical mishaps, Flex is dealing with other growing pains. For instance, he said the student attrition rate last year was too high, the product of students not being prepared for Flex’s different approach to learning.\u003c/p>\n\u003cfigure id=\"attachment_19874\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-56-04-am/\" rel=\"attachment wp-att-19874\">\u003cimg class=\"size-medium wp-image-19874\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.56.04-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Megan Jacquot teaching a small group of students about putting citations into research papers.\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to really work on making sure families and students know what this place is about before they enroll,” he said.\u003c/p>\n\u003cp>“That number is not where I want it to be currently,” he said. “We need to really work on making sure families and students know what this place is about before they enroll.”\u003c/p>\n\u003cp>To that end, Conner said Flex opens up the school for tours every week for interested parents and potential students, so they can see firsthand how students at Flex must be self-motivated in order to succeed.\u003c/p>\n\u003cp>“It’s so different here,” Megan Jacquot, the English teacher said. “A lot of the students we get are not ready to be self-motivated. We have to teach them those skills so they can be successful at directing their own learning.”\u003c/p>\n\u003cp>Likewise, Flex officials are learning that even though the school’s academic work is built upon technology and the Internet, students can still waste a lot of time online if not properly monitored.\u003c/p>\n\u003cp>“We're installing software in our servers so that kids can’t access sites like Facebook,” Conner said. “We're constantly stressing that the computer is a tool to help you learn and you need to use it responsibly.”\u003c/p>\n\u003cp>But the Flex program does work for certain students.\u003c/p>\n\u003cp>Senior Albero Berul enrolled in Flex in its inaugural year last year and said he has thrived in his new environment.\u003c/p>\n\u003cp>“My old school was just big and wasn’t working for me,” he said. “I mean, my chemistry class had, like, 45 kids in it and bleachers in the back of the room.”\u003c/p>\n\u003cp>At Flex, Albero said he has been able to focus on schoolwork and was recently accepted to college in Rhode Island. Despite that accomplishment, Albero said there are tradeoffs to being at Flex.\u003c/p>\n\u003cp>“I really miss marching band,” he said. “I loved that. But here [at Flex], I just feel much happier, which is vital.”\u003c/p>\n\u003cp>Chanel Hines concurred. She said she used to play lacrosse and soccer at her old public high school, but since Flex has no sports, she now plays on Bay Area club teams. She said she likes her new situation.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“School is my main priority,” she said. “My mom says it’s like my job.”\u003c/p>\n\n",
"disqusIdentifier": "19858 http://blogs.kqed.org/mindshift/?p=19858",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/12/at-flex-academy-high-school-mimics-the-workplace/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 1410,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 31
},
"modified": 1331572716,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "By Kyle Palmer Every weekday, Chanel Hines commutes from Walnut Creek across the Bay Bridge to an office building in downtown San Francisco. When she arrives (usually around nine), she logs into her computer, sits down at her desk, and checks her schedule for upcoming appointments. Then she might begin working on a project or",
"title": "At Flex Academy, High School Mimics the Workplace | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "At Flex Academy, High School Mimics the Workplace ",
"datePublished": "2012-03-12T10:18:33-07:00",
"dateModified": "2012-03-12T10:18:36-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "at-flex-academy-high-school-mimics-the-workplace",
"status": "publish",
"path": "/mindshift/19858/at-flex-academy-high-school-mimics-the-workplace",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19868\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">\u003cimg class=\"size-large wp-image-19868\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-620x352.png\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every weekday, Chanel Hines commutes from Walnut Creek across the Bay Bridge to an office building in downtown San Francisco. When she arrives (usually around nine), she logs into her computer, sits down at her desk, and checks her schedule for upcoming appointments. Then she might begin working on a project or head to a meeting down the hall.\u003c/p>\n\u003cp>This sounds like a typical day at the office. But Chanel is 15 and a sophomore at the San Francisco \u003ca href=\"http://www.k12.com/sfflex\">Flex Academy\u003c/a>. This is not work; it’s high school.\u003c/p>\n\u003cp>The Flex Academy—housed in the old San Francisco Press Club building near Union Square—is nearly two years into what one of its teachers calls an “interesting experiment,” where students do most of their coursework online, set up appointments with their teachers via email, and sidle up to their classmate’s cubicle if they need help with an algebra problem.\u003c/p>\n\u003cp>“You have a lot of freedom here,” Chanel said. “But you still need to get your work done, or you won’t be successful.”\u003c/p>\n\u003cp>Like all of her classmates, Chanel has a cubicle, one of many spaced out in the Press Club’s old banquet hall, with an oaken bar (now empty) off to the side and crystal chandeliers hanging from the ceiling. The atmospheric setting is unique, as is Flex’s academic approach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 165 students take all their courses online through software provided by the for-profit education company K12. Each semester, the students work through a series of lessons in each of the four core subject areas—English, Math, Science, and History. Plus, they take an online elective from a menu of more than 100 options provided by K12, spanning topics such as Macroeconomics, Audio Engineering, and Art History. (Chanel is currently taking French III).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have a lot of freedom here. But you still need to get your work done, or you won’t be successful.”\u003c/aside>\n\u003cp>The brunt of the academic work is done online, with each student’s assignments, homework, grades, and assessments tracked and compiled onto an online dashboard that can be seen by their teachers and parents. Some students say they don't even know what grades their peers are in. \"In traditional public schools, there's segregation between grades,\" says student Sophia L. in the \u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">school's promotional video\u003c/a>. \"At this school, I don't really know who's in what grade. I just talk to anybody.\"\u003c/p>\n\u003cp>“It’s an intriguing approach,” English teacher Megan Jacquot said. “When I first heard about the school, I was interested in the amount that technology is used.”\u003c/p>\n\u003cp>You might wonder what Jacquot does if her students take their classes online. Jacquot said her job \u003c!--more-->at Flex is not that much different from her previous job teaching English at a traditional public high school in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_19873\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-51-25-am/\" rel=\"attachment wp-att-19873\">\u003cimg class=\"size-medium wp-image-19873\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.51.25-AM-300x166.png\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Flex Academy is located in San Francisco's Press Club building downtown.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m in front of kids from 9 a.m., when school begins, to 3:15, when it ends,” she said. “There is this misconception that there is no teaching going on here, but I’m teaching all day.”\u003c/p>\n\u003cp>Jacquot pulls students in individually or in small groups to help them with particular concepts when they're struggling with the online course material. Jacquot says she can track student progress online and target her interventions. For instance, on a recent school day, a group of students were in Jacquot’s classroom—a converted library with wood paneled bookshelves set into the walls—learning how to add citations to research papers.\u003c/p>\n\u003cp>“I really get to know what's going on behind the scenes with my kids,” she said. “Like with this research paper: I know exactly where all of them are in the writing process. Who’s drafting, who’s finishing up, and who needs help researching. I know all my students really well.”\u003c/p>\n\u003cp>Flex founder and CEO Mark Kushner said this setup mimics real life. “What do you do when you have a problem with a project at work? You seek out your colleagues or your boss and you work through it,” he said. “That’s what these students do here.”\u003c/p>\n\u003cp>Kushner and other Flex officials do not shy away from touting the school’s alternative approach. On its Web site, Flex is advertised as “one of California’s first five-day-a-week ‘hybrid’ public high schools.” A makeshift sign in the front window of the San Francisco campus reads: “The Future of Public School Education is Here” -- a bold signals that school officials are confident in their model. In fact, Flex opened a brand new, state-of-the-art campus in Silicon Valley just a few weeks ago.\u003c/p>\n\u003cp>\u003cstrong>DEALING WITH CHALLENGES\u003c/strong>\u003cbr>\nYet kinks are inevitable. On the same day Jacquot was teaching citations in her class, the wireless Internet went down throughout the entire building. Students working independently at their cubicles soon became restless. In the old banquet hall, some students sat listlessly in their chairs. Others clicked \"refresh\" on their school-issued laptops with little apparent satisfaction.\u003c/p>\n\u003cp>“Like any school, when the Internet goes down, it’s a nightmare,” Principal Royce Conner said. “But we run on our staff. When this happens, we make copies, get out our books, and teach. It doesn’t cripple us.”\u003c/p>\n\u003cp>Conner admitted, beyond mere technical mishaps, Flex is dealing with other growing pains. For instance, he said the student attrition rate last year was too high, the product of students not being prepared for Flex’s different approach to learning.\u003c/p>\n\u003cfigure id=\"attachment_19874\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-56-04-am/\" rel=\"attachment wp-att-19874\">\u003cimg class=\"size-medium wp-image-19874\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.56.04-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Megan Jacquot teaching a small group of students about putting citations into research papers.\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to really work on making sure families and students know what this place is about before they enroll,” he said.\u003c/p>\n\u003cp>“That number is not where I want it to be currently,” he said. “We need to really work on making sure families and students know what this place is about before they enroll.”\u003c/p>\n\u003cp>To that end, Conner said Flex opens up the school for tours every week for interested parents and potential students, so they can see firsthand how students at Flex must be self-motivated in order to succeed.\u003c/p>\n\u003cp>“It’s so different here,” Megan Jacquot, the English teacher said. “A lot of the students we get are not ready to be self-motivated. We have to teach them those skills so they can be successful at directing their own learning.”\u003c/p>\n\u003cp>Likewise, Flex officials are learning that even though the school’s academic work is built upon technology and the Internet, students can still waste a lot of time online if not properly monitored.\u003c/p>\n\u003cp>“We're installing software in our servers so that kids can’t access sites like Facebook,” Conner said. “We're constantly stressing that the computer is a tool to help you learn and you need to use it responsibly.”\u003c/p>\n\u003cp>But the Flex program does work for certain students.\u003c/p>\n\u003cp>Senior Albero Berul enrolled in Flex in its inaugural year last year and said he has thrived in his new environment.\u003c/p>\n\u003cp>“My old school was just big and wasn’t working for me,” he said. “I mean, my chemistry class had, like, 45 kids in it and bleachers in the back of the room.”\u003c/p>\n\u003cp>At Flex, Albero said he has been able to focus on schoolwork and was recently accepted to college in Rhode Island. Despite that accomplishment, Albero said there are tradeoffs to being at Flex.\u003c/p>\n\u003cp>“I really miss marching band,” he said. “I loved that. But here [at Flex], I just feel much happier, which is vital.”\u003c/p>\n\u003cp>Chanel Hines concurred. She said she used to play lacrosse and soccer at her old public high school, but since Flex has no sports, she now plays on Bay Area club teams. She said she likes her new situation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "floatright"
},
"numeric": [
"floatright"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“School is my main priority,” she said. “My mom says it’s like my job.”\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/19858/at-flex-academy-high-school-mimics-the-workplace",
"authors": [
"4354"
],
"categories": [
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_826",
"mindshift_143",
"mindshift_827"
],
"featImg": "mindshift_19868",
"label": "mindshift"
},
"mindshift_19571": {
"type": "posts",
"id": "mindshift_19571",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "19571",
"score": null,
"sort": [
1331313686000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1331313686,
"format": "aside",
"disqusTitle": "Can Stereotyping Girls Harm Boys Too?",
"title": "Can Stereotyping Girls Harm Boys Too?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 413px\">\n\u003cp>\u003cimg class=\"size-full wp-image-19815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200314307-001.jpg\" alt=\"\" width=\"413\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001.jpg 413w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-320x267.jpg 320w\" sizes=\"(max-width: 413px) 100vw, 413px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">When Larry Summers, then the president of Harvard, made his \u003ca href=\"http://www.harvard.edu/president/speeches/summers_2005/nber.php\">infamous remark in 2005\u003c/a> about “intrinsic aptitude” in explaining part of the gap between men and women’s performance in math and science, he was accused of making it harder for women and girls to succeed in those fields. He wasn’t blamed for hobbling the performance of men and boys—but maybe he should have been.\u003c/p>\n\u003cp>According to new research, both males and females do worse on a spatial reasoning task when they’re told that intrinsic aptitude accounts for the gender gap in the test’s results—even though the gap favors men.\u003c/p>\n\u003cp>In the study, published in the February issue of the journal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1041608011001518\">Learning and Individual Differences\u003c/a>, psychologist Angelica Moè told a group of 201 high school students that they would be taking a test that measured how well they could \u003ca href=\"http://www.sis.pitt.edu/%7Eis1042/html/mentrot.html\">mentally manipulate imagined objects\u003c/a>. They were also told that males perform better than females on this exercise, known as the Mental Rotation Test. Such pre-test comments are a standard way of inducing what psychologists call “stereotype threat.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What makes the difference is the belief that failures are dependent on genetic reasons.”\u003c/aside>\n\u003cp>Research shows that when women or minorities are reminded before being evaluated that the group to which they belong commonly scores poorly, they themselves do worse than if they had received no such reminder. Anxiety about confirming the negative stereotype hampers their performance.\u003c/p>\n\u003cp>But Moè went a step further. She divided the students into four groups and offered each one a particular explanation for women’s comparative disadvantage. One group was told that the gap resulted from genetic differences between men and women. A second group was told that time limits were the problem: women could do as well as men on the test, but they were more affected \u003c!--more-->by restrictions on the amount of time they could take to work on it. A third group was told that other people’s stereotypes were to blame, making women feel less able than they are. And a fourth group, acting as a control, was simply told again that men perform better on the task than women. Then all the groups took the test.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The results: When women were given an external reason for females’ poor performance—time limits or others’ stereotypes—they did better on the test. When they were given an internal reason—their own deficient genes—they did worse. But the study’s really striking finding was that men also did worse when told that genes were the cause of the gender gap.\u003c/p>\n\u003cp>It turns out that genetic explanations for performance aren’t good for anybody: women are convinced that their inferior genes won’t allow them to compete, and men worry that they won’t live up to the claims made for their supposedly superior Y chromosome. “It does not matter if the genetic explanation is really true or to what extent it is true,” Moè writes. “What makes the difference is the belief that failures or difficulties are dependent on genetic reasons.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">GIRLS AND MATH: BUSTING THE STEREOTYPE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">CAN EVERYONE BE SMART AT EVERYTHING?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/\">BALANCING MATH SKILLS AND PLAY IN KINDERGARTEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When genetic explanations are “really true,” we should respect them as solid scientific evidence. But loose talk about the genetic basis of ability—whether in speeches by college presidents or in hype-filled newspaper headlines—may well harm the performance of everyone, male and female alike.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents and educators can push back against such talk by emphasizing at every opportunity the malleable nature of intelligence—pointing out, for example, that performance on tasks like the Mental Rotation Test can be improved with training and practice. And test-takers can “prime” their own belief in flexible intelligence by saying to themselves, “I can do well if I try really hard,” or “With practice I will get better at this.” These aren’t cheesy self-affirmations, but truthful statements that will put us in the frame of mind to do our best.\u003c/p>\n\n",
"disqusIdentifier": "19571 http://blogs.kqed.org/mindshift/?p=19571",
"disqusUrl": "https://ww2.kqed.org/mindshift/2012/03/09/can-stereotyping-girls-harm-boys-too/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 718,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 12
},
"modified": 1331313686,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Getty When Larry Summers, then the president of Harvard, made his infamous remark in 2005 about “intrinsic aptitude” in explaining part of the gap between men and women’s performance in math and science, he was accused of making it harder for women and girls to succeed in those fields. He wasn’t blamed for hobbling the",
"title": "Can Stereotyping Girls Harm Boys Too? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Can Stereotyping Girls Harm Boys Too?",
"datePublished": "2012-03-09T09:21:26-08:00",
"dateModified": "2012-03-09T09:21:26-08:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "can-stereotyping-girls-harm-boys-too",
"status": "publish",
"path": "/mindshift/19571/can-stereotyping-girls-harm-boys-too",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 413px\">\n\u003cp>\u003cimg class=\"size-full wp-image-19815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200314307-001.jpg\" alt=\"\" width=\"413\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001.jpg 413w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-320x267.jpg 320w\" sizes=\"(max-width: 413px) 100vw, 413px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">When Larry Summers, then the president of Harvard, made his \u003ca href=\"http://www.harvard.edu/president/speeches/summers_2005/nber.php\">infamous remark in 2005\u003c/a> about “intrinsic aptitude” in explaining part of the gap between men and women’s performance in math and science, he was accused of making it harder for women and girls to succeed in those fields. He wasn’t blamed for hobbling the performance of men and boys—but maybe he should have been.\u003c/p>\n\u003cp>According to new research, both males and females do worse on a spatial reasoning task when they’re told that intrinsic aptitude accounts for the gender gap in the test’s results—even though the gap favors men.\u003c/p>\n\u003cp>In the study, published in the February issue of the journal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1041608011001518\">Learning and Individual Differences\u003c/a>, psychologist Angelica Moè told a group of 201 high school students that they would be taking a test that measured how well they could \u003ca href=\"http://www.sis.pitt.edu/%7Eis1042/html/mentrot.html\">mentally manipulate imagined objects\u003c/a>. They were also told that males perform better than females on this exercise, known as the Mental Rotation Test. Such pre-test comments are a standard way of inducing what psychologists call “stereotype threat.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What makes the difference is the belief that failures are dependent on genetic reasons.”\u003c/aside>\n\u003cp>Research shows that when women or minorities are reminded before being evaluated that the group to which they belong commonly scores poorly, they themselves do worse than if they had received no such reminder. Anxiety about confirming the negative stereotype hampers their performance.\u003c/p>\n\u003cp>But Moè went a step further. She divided the students into four groups and offered each one a particular explanation for women’s comparative disadvantage. One group was told that the gap resulted from genetic differences between men and women. A second group was told that time limits were the problem: women could do as well as men on the test, but they were more affected \u003c!--more-->by restrictions on the amount of time they could take to work on it. A third group was told that other people’s stereotypes were to blame, making women feel less able than they are. And a fourth group, acting as a control, was simply told again that men perform better on the task than women. Then all the groups took the test.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The results: When women were given an external reason for females’ poor performance—time limits or others’ stereotypes—they did better on the test. When they were given an internal reason—their own deficient genes—they did worse. But the study’s really striking finding was that men also did worse when told that genes were the cause of the gender gap.\u003c/p>\n\u003cp>It turns out that genetic explanations for performance aren’t good for anybody: women are convinced that their inferior genes won’t allow them to compete, and men worry that they won’t live up to the claims made for their supposedly superior Y chromosome. “It does not matter if the genetic explanation is really true or to what extent it is true,” Moè writes. “What makes the difference is the belief that failures or difficulties are dependent on genetic reasons.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">GIRLS AND MATH: BUSTING THE STEREOTYPE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">CAN EVERYONE BE SMART AT EVERYTHING?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/\">BALANCING MATH SKILLS AND PLAY IN KINDERGARTEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When genetic explanations are “really true,” we should respect them as solid scientific evidence. But loose talk about the genetic basis of ability—whether in speeches by college presidents or in hype-filled newspaper headlines—may well harm the performance of everyone, male and female alike.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents and educators can push back against such talk by emphasizing at every opportunity the malleable nature of intelligence—pointing out, for example, that performance on tasks like the Mental Rotation Test can be improved with training and practice. And test-takers can “prime” their own belief in flexible intelligence by saying to themselves, “I can do well if I try really hard,” or “With practice I will get better at this.” These aren’t cheesy self-affirmations, but truthful statements that will put us in the frame of mind to do our best.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/19571/can-stereotyping-girls-harm-boys-too",
"authors": [
"4355"
],
"categories": [
"mindshift_192",
"mindshift_193"
],
"tags": [
"mindshift_392",
"mindshift_825"
],
"featImg": "mindshift_19815",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=teaching-strategies": {
"isFetching": false,
"latestQuery": {
"from": 864,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 1187,
"relation": "eq"
},
"items": [
"mindshift_20294",
"mindshift_20142",
"mindshift_20107",
"mindshift_20136",
"mindshift_20216",
"mindshift_19989",
"mindshift_20062",
"mindshift_20026",
"mindshift_19982",
"mindshift_19896",
"mindshift_19858",
"mindshift_19571"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_teaching-strategies": {
"isLoading": true
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_20902": {
"type": "terms",
"id": "mindshift_20902",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "20902",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Games",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Games Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 67,
"slug": "games",
"isLoading": false,
"link": "/mindshift/tag/games"
},
"mindshift_740": {
"type": "terms",
"id": "mindshift_740",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "740",
"found": true
},
"relationships": {},
"featImg": null,
"name": "PBS Kids",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "PBS Kids Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 743,
"slug": "pbs-kids",
"isLoading": false,
"link": "/mindshift/tag/pbs-kids"
},
"mindshift_194": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"link": "/mindshift/category/culture"
},
"mindshift_170": {
"type": "terms",
"id": "mindshift_170",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "170",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas Fest",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Big Ideas Fest Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 170,
"slug": "big-ideas-fest",
"isLoading": false,
"link": "/mindshift/tag/big-ideas-fest"
},
"mindshift_159": {
"type": "terms",
"id": "mindshift_159",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "159",
"found": true
},
"relationships": {},
"featImg": null,
"name": "open education resources",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "open education resources Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 159,
"slug": "open-education-resources",
"isLoading": false,
"link": "/mindshift/tag/open-education-resources"
},
"mindshift_158": {
"type": "terms",
"id": "mindshift_158",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "158",
"found": true
},
"relationships": {},
"featImg": null,
"name": "open textbooks",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "open textbooks Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 158,
"slug": "open-textbooks",
"isLoading": false,
"link": "/mindshift/tag/open-textbooks"
},
"mindshift_108": {
"type": "terms",
"id": "mindshift_108",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "108",
"found": true
},
"relationships": {},
"featImg": null,
"name": "assessment",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "assessment Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 108,
"slug": "assessments",
"isLoading": false,
"link": "/mindshift/tag/assessments"
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_695": {
"type": "terms",
"id": "mindshift_695",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "695",
"found": true
},
"relationships": {},
"featImg": null,
"name": "search",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "search Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 698,
"slug": "search",
"isLoading": false,
"link": "/mindshift/tag/search"
},
"mindshift_220": {
"type": "terms",
"id": "mindshift_220",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "220",
"found": true
},
"relationships": {},
"featImg": null,
"name": "student research",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "student research Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 220,
"slug": "student-research",
"isLoading": false,
"link": "/mindshift/tag/student-research"
},
"mindshift_832": {
"type": "terms",
"id": "mindshift_832",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "832",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Collegeology",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Collegeology Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 835,
"slug": "collegeology",
"isLoading": false,
"link": "/mindshift/tag/collegeology"
},
"mindshift_31": {
"type": "terms",
"id": "mindshift_31",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "31",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Facebook",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Facebook Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 31,
"slug": "facebook",
"isLoading": false,
"link": "/mindshift/tag/facebook"
},
"mindshift_831": {
"type": "terms",
"id": "mindshift_831",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "831",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mission Admission",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mission Admission Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 834,
"slug": "mission-admission",
"isLoading": false,
"link": "/mindshift/tag/mission-admission"
},
"mindshift_830": {
"type": "terms",
"id": "mindshift_830",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "830",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Kony 2012",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Kony 2012 Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 833,
"slug": "kony-2012",
"isLoading": false,
"link": "/mindshift/tag/kony-2012"
},
"mindshift_30": {
"type": "terms",
"id": "mindshift_30",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "30",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Social Media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Social Media Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 30,
"slug": "social-media",
"isLoading": false,
"link": "/mindshift/tag/social-media"
},
"mindshift_357": {
"type": "terms",
"id": "mindshift_357",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "357",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Skype",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Skype Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 358,
"slug": "skype",
"isLoading": false,
"link": "/mindshift/tag/skype"
},
"mindshift_828": {
"type": "terms",
"id": "mindshift_828",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "828",
"found": true
},
"relationships": {},
"featImg": null,
"name": "virtual field trip",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "virtual field trip Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 831,
"slug": "virtual-field-trip",
"isLoading": false,
"link": "/mindshift/tag/virtual-field-trip"
},
"mindshift_826": {
"type": "terms",
"id": "mindshift_826",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "826",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Flex Academy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Flex Academy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 829,
"slug": "flex-academy",
"isLoading": false,
"link": "/mindshift/tag/flex-academy"
},
"mindshift_143": {
"type": "terms",
"id": "mindshift_143",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "143",
"found": true
},
"relationships": {},
"featImg": null,
"name": "K-12 education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "K-12 education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 143,
"slug": "k12",
"isLoading": false,
"link": "/mindshift/tag/k12"
},
"mindshift_827": {
"type": "terms",
"id": "mindshift_827",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "827",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Marc Kushner",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Marc Kushner Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 830,
"slug": "marc-kushner",
"isLoading": false,
"link": "/mindshift/tag/marc-kushner"
},
"mindshift_192": {
"type": "terms",
"id": "mindshift_192",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "192",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Big Ideas",
"description": "The latest findings from experts in the field related to the future of learning.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "The latest findings from experts in the field related to the future of learning.",
"title": "Big Ideas Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 192,
"slug": "big-ideas",
"isLoading": false,
"link": "/mindshift/category/big-ideas"
},
"mindshift_392": {
"type": "terms",
"id": "mindshift_392",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "392",
"found": true
},
"relationships": {},
"featImg": null,
"name": "math",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "math Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 393,
"slug": "math",
"isLoading": false,
"link": "/mindshift/tag/math"
},
"mindshift_825": {
"type": "terms",
"id": "mindshift_825",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "825",
"found": true
},
"relationships": {},
"featImg": null,
"name": "stereotypes",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "stereotypes Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 828,
"slug": "stereotypes",
"isLoading": false,
"link": "/mindshift/tag/stereotypes"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
