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"content": "\u003cfigure id=\"attachment_14888\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/1-300x211.jpg\" alt=\"\" width=\"300\" height=\"211\">\u003cfigcaption class=\"wp-caption-text\">A scene from the transmedia storytelling site Inanimate Alice\u003c/figcaption>\u003c/figure>\n\u003ch5>By Laura Fleming and John Connell\u003c/h5>\n\u003cp>Until just a few years ago, stories we were told mostly through a single medium – it might be a book, a movie, a radio program, a cartoon.\u003c/p>\n\u003cp>Today, we can tell stories across a wide variety of media, all at the same time. That's the premise behind the term \"transmedia.\"\u003c/p>\n\u003cp>Transmedia is a new way of thinking about how stories are told: creating and consuming stories simultaneously through text, images, the spoken word, music, video, animation. We can even bring computer games into our stories, allowing the reader to solve puzzles or choose alternative routes through the tale. Rather than just retelling the story, the different media help to extend the story. At the same time, today’s ever-expanding social networks are creating opportunities for us to interact with a story, and this, combined with all the digital tools at our disposal, enable us to play our own part in deciding how a story unfolds.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Through embedded puzzles and games, \u003cem>Inanimate Alice\u003c/em> makes the reader a direct participant in telling the story.\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Take\u003ca href=\"http://www.inanimatealice.com\">\u003cem> Inanimate Alice\u003c/em>\u003c/a>, for example. Created as digital text, the transmedia story allows learners, fourth grade and up, to interact with the central character, Alice, and to help her advance her story. Text, audio, video, special effects and gaming are all used to deliver the narrative in a compelling way. \u003cem>Inanimate Alice\u003c/em> one of five resources in the \u003ca href=\"http://digitalis.nwp.org/collection/reading-and-writing-transmedia\">National Writing Project's \"Digital Is\" website,\u003c/a> which is a repository of ideas about how educators use transmedia to teach writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With \u003cem>Inanimate Alice\u003c/em>, the complexity and interactivity increases with each episode, directly correlating with Alice’s personal growth as the games designer she is set to become. Through embedded puzzles and games, \u003cem>Inanimate Alice\u003c/em> makes the reader a direct participant in telling the story. Kids connect intimately with the story as they walk in the shoes of the main character.\u003c!--more-->\u003c/p>\n\u003cp>Though the website is pretty self-explanatory, educators can download the iTeach education resource pack, which is supported with lessons. Alice’s community includes a Facebook presence, where parents and teachers can share their success stories, ask questions, and find opportunities for collaboration. A number of interactive hands-on whiteboard lessons are also available.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://edtechinsight.blogspot.com/\">Laura Fleming\u003c/a> is a media specialist and a teacher. \u003ca href=\"http://www.johnconnell.co.uk/blog/?page_id=103\">John Connell\u003c/a> is an education strategist and business development manager for Cisco.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14888\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/1-300x211.jpg\" alt=\"\" width=\"300\" height=\"211\">\u003cfigcaption class=\"wp-caption-text\">A scene from the transmedia storytelling site Inanimate Alice\u003c/figcaption>\u003c/figure>\n\u003ch5>By Laura Fleming and John Connell\u003c/h5>\n\u003cp>Until just a few years ago, stories we were told mostly through a single medium – it might be a book, a movie, a radio program, a cartoon.\u003c/p>\n\u003cp>Today, we can tell stories across a wide variety of media, all at the same time. That's the premise behind the term \"transmedia.\"\u003c/p>\n\u003cp>Transmedia is a new way of thinking about how stories are told: creating and consuming stories simultaneously through text, images, the spoken word, music, video, animation. We can even bring computer games into our stories, allowing the reader to solve puzzles or choose alternative routes through the tale. Rather than just retelling the story, the different media help to extend the story. At the same time, today’s ever-expanding social networks are creating opportunities for us to interact with a story, and this, combined with all the digital tools at our disposal, enable us to play our own part in deciding how a story unfolds.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Through embedded puzzles and games, \u003cem>Inanimate Alice\u003c/em> makes the reader a direct participant in telling the story.\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Take\u003ca href=\"http://www.inanimatealice.com\">\u003cem> Inanimate Alice\u003c/em>\u003c/a>, for example. Created as digital text, the transmedia story allows learners, fourth grade and up, to interact with the central character, Alice, and to help her advance her story. Text, audio, video, special effects and gaming are all used to deliver the narrative in a compelling way. \u003cem>Inanimate Alice\u003c/em> one of five resources in the \u003ca href=\"http://digitalis.nwp.org/collection/reading-and-writing-transmedia\">National Writing Project's \"Digital Is\" website,\u003c/a> which is a repository of ideas about how educators use transmedia to teach writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With \u003cem>Inanimate Alice\u003c/em>, the complexity and interactivity increases with each episode, directly correlating with Alice’s personal growth as the games designer she is set to become. Through embedded puzzles and games, \u003cem>Inanimate Alice\u003c/em> makes the reader a direct participant in telling the story. Kids connect intimately with the story as they walk in the shoes of the main character.\u003c!--more-->\u003c/p>\n\u003cp>Though the website is pretty self-explanatory, educators can download the iTeach education resource pack, which is supported with lessons. Alice’s community includes a Facebook presence, where parents and teachers can share their success stories, ask questions, and find opportunities for collaboration. A number of interactive hands-on whiteboard lessons are also available.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://edtechinsight.blogspot.com/\">Laura Fleming\u003c/a> is a media specialist and a teacher. \u003ca href=\"http://www.johnconnell.co.uk/blog/?page_id=103\">John Connell\u003c/a> is an education strategist and business development manager for Cisco.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/can-digital-comic-books-spark-a-love-of-reading/maus-2/\" rel=\"attachment wp-att-14871\">\u003cimg class=\"alignleft size-full wp-image-14871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/maus1.jpg\" alt=\"\" width=\"197\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1.jpg 197w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-75x75.jpg 75w\" sizes=\"(max-width: 197px) 100vw, 197px\">\u003c/a>It has been a bitter pill for me to swallow as a parent and as a bibliophile: my son does not love to read. Sure, I read to him daily when he was a toddler, and even once he learned to read to himself, we still spent many evenings reading books aloud as a family. (Thank you, J.K. Rowling for that.) But he's never been one to pick up a book on his own accord, even though bookshelves line almost every room of our house and even though I've got endless suggestions for books that I just know he'll love.\u003c/p>\n\u003cp>My son did not love to read, that is, until he was assigned \u003ca href=\"http://en.wikipedia.org/wiki/Maus\">Art Spiegelman's Maus: A Survivor's Tale\u003c/a>. For those unfamiliar with the Pulitzer Prize-winning book, it's a graphic novel relating the biography of Spiegelman's father, a Polish Jew and Holocaust survivor. In the novel, the Jews are depicted as mice, and the Germans as cats. It's one of the most powerful pieces of literature about the Holocaust, I'd argue, and while its format as a graphic novel makes it very accessible, that isn't to say that the content is \"watered down.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and shared?\u003c/aside>\n\u003cp>Though graphic novels can be an entry point for struggling or disinterested readers into the world of books, graphic novels and comic books have long been deemed \u003ca href=\"http://this.org/magazine/2011/08/02/comic-books-graphic-novels-literacy/\">the enemy of literacy\u003c/a>. That was the attitude expressed earlier this month by sixth-grade language arts teacher Bill Ferriter, who wrote a great series on graphic novels on his blog \u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html\">The Tempered Radical\u003c/a>. Commenters, I think, helped change Ferriter's mind somewhat, challenging him on his original argument that graphic novels were the literary equivalent of the reality TV show \u003cem>Jersey Shore\u003c/em>.\u003c/p>\n\u003cp>But while schools move to embrace graphic novels and comic books in the classroom, the publishing industry's move to digital formats raises another set of challenges and possibilities for the genre. How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and -- most importantly, arguably with this genre -- shared?\u003c!--more-->\u003c/p>\n\u003cp>That sharing piece has always been an important part of the comic book subculture, where often you hear about new series and new artists and new storytellers because a friend shares it with you. But as e-books typically come with rights restrictions, it isn't possible to lend someone your beloved digital copy of, say, \u003ca href=\"http://en.wikipedia.org/wiki/The_Sandman_(Vertigo)\">Neil Gaiman's The Sandman\u003c/a>. Some comic book publishers are recognizing the importance of sharing as an integral part of the comic culture and as such are making some -- the first issue, for example available without digital rights management (DRM), specifically so others can share them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the DRM issue may prove a stumbling block for the comic book culture, there's a lot of promise with the move to digital literature. There's some indication already that \u003ca href=\"http://www.hackeducation.com/2010/09/29/kids-say-theyll-read-more-on-e-books/\">kids are more interested\u003c/a> in reading on e-readers and iPads than reading print copies (57% of kids age nine to 17 say they’re interested in reading via e-books, and a third say they’d read more for fun if they had more access to books on an electronic device). And the rise of digital comics and a new self-publishing industry (via sites like \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a>) mean that more indie artists may be able to provide more content -- particularly content aimed at kids. (See the \u003ca href=\"http://www.wormworldsaga.com/\">Wormworld Saga\u003c/a> as an example.)\u003c/p>\n\u003cp>Moreover, sites like \u003ca href=\"http://graphic.ly\">Graphic.ly\u003c/a> are putting comics and graphic novels on the Web, so that they're not only tied to devices like e-readers or iPads. Graphic.ly also has a thriving online community surrounding its comics, and as we recently noted here on Mindshift, these sorts of social networks might \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">change the way in which we read\u003c/a>. These online communities provide a place for readers to discuss plots and characters -- and in the case of students, struggling or not, it can be a place where they ask questions and learn to talk and analyze literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the skeptics of graphic novels as literature remain. But as a parent of a reluctant reader, I can attest that graphic novels have made the difference in my kid's world. He's moved through all of Spiegelman's work and on to Neil Gaiman and Alan Moore, the latter of whom makes excellent fodder for all sorts of literary, political, and philosophical debates -- one of the things we absolutely want students to do when they read.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/can-digital-comic-books-spark-a-love-of-reading/maus-2/\" rel=\"attachment wp-att-14871\">\u003cimg class=\"alignleft size-full wp-image-14871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/maus1.jpg\" alt=\"\" width=\"197\" height=\"197\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1.jpg 197w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/maus1-75x75.jpg 75w\" sizes=\"(max-width: 197px) 100vw, 197px\">\u003c/a>It has been a bitter pill for me to swallow as a parent and as a bibliophile: my son does not love to read. Sure, I read to him daily when he was a toddler, and even once he learned to read to himself, we still spent many evenings reading books aloud as a family. (Thank you, J.K. Rowling for that.) But he's never been one to pick up a book on his own accord, even though bookshelves line almost every room of our house and even though I've got endless suggestions for books that I just know he'll love.\u003c/p>\n\u003cp>My son did not love to read, that is, until he was assigned \u003ca href=\"http://en.wikipedia.org/wiki/Maus\">Art Spiegelman's Maus: A Survivor's Tale\u003c/a>. For those unfamiliar with the Pulitzer Prize-winning book, it's a graphic novel relating the biography of Spiegelman's father, a Polish Jew and Holocaust survivor. In the novel, the Jews are depicted as mice, and the Germans as cats. It's one of the most powerful pieces of literature about the Holocaust, I'd argue, and while its format as a graphic novel makes it very accessible, that isn't to say that the content is \"watered down.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and shared?\u003c/aside>\n\u003cp>Though graphic novels can be an entry point for struggling or disinterested readers into the world of books, graphic novels and comic books have long been deemed \u003ca href=\"http://this.org/magazine/2011/08/02/comic-books-graphic-novels-literacy/\">the enemy of literacy\u003c/a>. That was the attitude expressed earlier this month by sixth-grade language arts teacher Bill Ferriter, who wrote a great series on graphic novels on his blog \u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/08/wondering-worrying-about-graphic-novels.html\">The Tempered Radical\u003c/a>. Commenters, I think, helped change Ferriter's mind somewhat, challenging him on his original argument that graphic novels were the literary equivalent of the reality TV show \u003cem>Jersey Shore\u003c/em>.\u003c/p>\n\u003cp>But while schools move to embrace graphic novels and comic books in the classroom, the publishing industry's move to digital formats raises another set of challenges and possibilities for the genre. How will the move to electronic versions of comics and graphic novels change the way in which they are accessed, read, and -- most importantly, arguably with this genre -- shared?\u003c!--more-->\u003c/p>\n\u003cp>That sharing piece has always been an important part of the comic book subculture, where often you hear about new series and new artists and new storytellers because a friend shares it with you. But as e-books typically come with rights restrictions, it isn't possible to lend someone your beloved digital copy of, say, \u003ca href=\"http://en.wikipedia.org/wiki/The_Sandman_(Vertigo)\">Neil Gaiman's The Sandman\u003c/a>. Some comic book publishers are recognizing the importance of sharing as an integral part of the comic culture and as such are making some -- the first issue, for example available without digital rights management (DRM), specifically so others can share them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the DRM issue may prove a stumbling block for the comic book culture, there's a lot of promise with the move to digital literature. There's some indication already that \u003ca href=\"http://www.hackeducation.com/2010/09/29/kids-say-theyll-read-more-on-e-books/\">kids are more interested\u003c/a> in reading on e-readers and iPads than reading print copies (57% of kids age nine to 17 say they’re interested in reading via e-books, and a third say they’d read more for fun if they had more access to books on an electronic device). And the rise of digital comics and a new self-publishing industry (via sites like \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a>) mean that more indie artists may be able to provide more content -- particularly content aimed at kids. (See the \u003ca href=\"http://www.wormworldsaga.com/\">Wormworld Saga\u003c/a> as an example.)\u003c/p>\n\u003cp>Moreover, sites like \u003ca href=\"http://graphic.ly\">Graphic.ly\u003c/a> are putting comics and graphic novels on the Web, so that they're not only tied to devices like e-readers or iPads. Graphic.ly also has a thriving online community surrounding its comics, and as we recently noted here on Mindshift, these sorts of social networks might \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">change the way in which we read\u003c/a>. These online communities provide a place for readers to discuss plots and characters -- and in the case of students, struggling or not, it can be a place where they ask questions and learn to talk and analyze literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Of course, the skeptics of graphic novels as literature remain. But as a parent of a reluctant reader, I can attest that graphic novels have made the difference in my kid's world. He's moved through all of Spiegelman's work and on to Neil Gaiman and Alan Moore, the latter of whom makes excellent fodder for all sorts of literary, political, and philosophical debates -- one of the things we absolutely want students to do when they read.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Stanford for Everyone: More Than 120,000 Enroll in Free Classes ",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.ai-class.com/\">\u003cimg class=\"size-medium wp-image-14743\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/artificial_intelligence_header-300x276.jpg\" alt=\"\" width=\"300\" height=\"276\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Stanford Artificial Intelligence class\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By Anne Raith\u003c/strong>\u003c/h5>\n\u003cp>\u003ca href=\"http://robots.stanford.edu/\">Professor Sebastian Thrun\u003c/a> has given his lecture on artificial intelligence at Stanford University more than once. He knows that a lot of students are interested in his introductory course – almost 200 students have showed up in past years. But this fall, it will be different, even for him. There will be more than 100,000 students from all around the world who will listen to him – online.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ai-class.com/\">\u003cem>Introduction to Artificial Intelligence\u003c/em>\u003c/a> is one of three classes that the \u003ca href=\"http://soe.stanford.edu/index.html\">Stanford computer science department\u003c/a> will offer as a free online course this fall. As of yesterday, more than 124,000 people had enrolled: high school students, professionals and retirees from North and South America, Europe and Africa.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We want to open our lectures and bring education to places that can’t be reached today, to people that haven’t had access to higher education.”\u003c/aside>\n\u003cp>“We want to open our lectures and bring education to places that can’t be reached today, to people that haven’t had access to higher education,” says Thrun, a Google Fellow and one of the world’s best-known artificial intelligence experts.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cs.stanford.edu/people/ang/\">Professor Andrew Ng\u003c/a>, whose course\u003cem> Machine Learning\u003c/em> will be also be online, adds that the proliferation of Web access is democratizing education in ways it couldn't have been done before. “In the last ten years, information technology has disrupted many different industries. Somehow the Internet hasn’t quite made it into the classrooms,\" he says. \"But with online education we can provide education to the world much more cheaply and change the horribly inefficient way we have delivered education till now, just lecturing to our students.”\u003c!--more-->\u003c/p>\n\u003cp>With its\u003ca href=\"http://see.stanford.edu\"> Stanford Engineering Everywhere\u003c/a> (SEE) program, the university already offers some of its most popular engineering classes free of charge, video lectures, reading lists and other handouts included. But SEE was only the first step: This time students can follow \u003cem>and\u003c/em> attend a class online and get a Statement of Accomplishment when they participate regularly. “But it will be tough,” professor Thrun warns. “I want to keep up our Stanford level. The students have to deal with linear algebra and probabilistic methods. And they have to be willing to work 10 to 15 hours a week, do their homework, and pass tests. We’ll have strict deadlines.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Those stringent requirements of work will likely lead to a large exodus of those registering for class. Thrun believes that maybe 4,000 or 5,000 students will be left standing at the end of the class\u003c/p>\n\u003cp>Still, to teach and grade thousands of students, the researchers will make extensive use of technology. The online lectures won’t be long videotapes simply showing the professor talking; they’ll be 10-minute clips that can be watched anywhere (\u003ca>Salman Khan\u003c/a> ring a bell?). “And it turns out that students like this much better, it’s much more fun,” Professor Ng says.\u003c/p>\n\u003cp>During the course, students are tested on what they’ve learned by answering quiz questions that pop up in a window, making sure that they – and their professors – know how they’re doing every step of the way. And students can ask questions during the class, too. “We’ll let them ask their questions online and let the community vote on, so that the most popular and important questions get bubbled to the top,” Ng explains.\u003c/p>\n\u003cp>Although the three courses are described as an experiment, the researchers say they expect education to be made more widely accessible via the Internet. Thrun is sure that “this will change the world.” And Dr. Ng dreams already of the next step: “I personally would love to take the equivalent of a bachelor’s degree in computer science and put it on the Web. So that anyone in the world can learn to do all this computing stuff that we do.”\u003c/p>\n\u003cp>\u003cem>Formal registration for the classes\u003c/em> Machine Learning, Introduction to Artificial Intelligence and Introduction to Databases\u003cem> is on now; the classes start on October 10 and extend through December.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Anne Raith works as a host and editor with German Public Radio “Deutschlandfunk.” She’s stationed at KQED during her \u003ca href=\"http://www.icfj.org/OurWork/Fellowships/BurnsFellowships/tabid/207/Default.aspx\">Arthur F. Burns fellowship\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.ai-class.com/\">\u003cimg class=\"size-medium wp-image-14743\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/artificial_intelligence_header-300x276.jpg\" alt=\"\" width=\"300\" height=\"276\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Stanford Artificial Intelligence class\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By Anne Raith\u003c/strong>\u003c/h5>\n\u003cp>\u003ca href=\"http://robots.stanford.edu/\">Professor Sebastian Thrun\u003c/a> has given his lecture on artificial intelligence at Stanford University more than once. He knows that a lot of students are interested in his introductory course – almost 200 students have showed up in past years. But this fall, it will be different, even for him. There will be more than 100,000 students from all around the world who will listen to him – online.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ai-class.com/\">\u003cem>Introduction to Artificial Intelligence\u003c/em>\u003c/a> is one of three classes that the \u003ca href=\"http://soe.stanford.edu/index.html\">Stanford computer science department\u003c/a> will offer as a free online course this fall. As of yesterday, more than 124,000 people had enrolled: high school students, professionals and retirees from North and South America, Europe and Africa.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We want to open our lectures and bring education to places that can’t be reached today, to people that haven’t had access to higher education.”\u003c/aside>\n\u003cp>“We want to open our lectures and bring education to places that can’t be reached today, to people that haven’t had access to higher education,” says Thrun, a Google Fellow and one of the world’s best-known artificial intelligence experts.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cs.stanford.edu/people/ang/\">Professor Andrew Ng\u003c/a>, whose course\u003cem> Machine Learning\u003c/em> will be also be online, adds that the proliferation of Web access is democratizing education in ways it couldn't have been done before. “In the last ten years, information technology has disrupted many different industries. Somehow the Internet hasn’t quite made it into the classrooms,\" he says. \"But with online education we can provide education to the world much more cheaply and change the horribly inefficient way we have delivered education till now, just lecturing to our students.”\u003c!--more-->\u003c/p>\n\u003cp>With its\u003ca href=\"http://see.stanford.edu\"> Stanford Engineering Everywhere\u003c/a> (SEE) program, the university already offers some of its most popular engineering classes free of charge, video lectures, reading lists and other handouts included. But SEE was only the first step: This time students can follow \u003cem>and\u003c/em> attend a class online and get a Statement of Accomplishment when they participate regularly. “But it will be tough,” professor Thrun warns. “I want to keep up our Stanford level. The students have to deal with linear algebra and probabilistic methods. And they have to be willing to work 10 to 15 hours a week, do their homework, and pass tests. We’ll have strict deadlines.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Those stringent requirements of work will likely lead to a large exodus of those registering for class. Thrun believes that maybe 4,000 or 5,000 students will be left standing at the end of the class\u003c/p>\n\u003cp>Still, to teach and grade thousands of students, the researchers will make extensive use of technology. The online lectures won’t be long videotapes simply showing the professor talking; they’ll be 10-minute clips that can be watched anywhere (\u003ca>Salman Khan\u003c/a> ring a bell?). “And it turns out that students like this much better, it’s much more fun,” Professor Ng says.\u003c/p>\n\u003cp>During the course, students are tested on what they’ve learned by answering quiz questions that pop up in a window, making sure that they – and their professors – know how they’re doing every step of the way. And students can ask questions during the class, too. “We’ll let them ask their questions online and let the community vote on, so that the most popular and important questions get bubbled to the top,” Ng explains.\u003c/p>\n\u003cp>Although the three courses are described as an experiment, the researchers say they expect education to be made more widely accessible via the Internet. Thrun is sure that “this will change the world.” And Dr. Ng dreams already of the next step: “I personally would love to take the equivalent of a bachelor’s degree in computer science and put it on the Web. So that anyone in the world can learn to do all this computing stuff that we do.”\u003c/p>\n\u003cp>\u003cem>Formal registration for the classes\u003c/em> Machine Learning, Introduction to Artificial Intelligence and Introduction to Databases\u003cem> is on now; the classes start on October 10 and extend through December.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Anne Raith works as a host and editor with German Public Radio “Deutschlandfunk.” She’s stationed at KQED during her \u003ca href=\"http://www.icfj.org/OurWork/Fellowships/BurnsFellowships/tabid/207/Default.aspx\">Arthur F. Burns fellowship\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do We Prepare Our Children for What's Next?",
"title": "How Do We Prepare Our Children for What's Next?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_14593\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/esem-feg-300x250.jpg\" alt=\"\" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The FEI XL-30 ESEM FEG (right) and computer controls.\u003c/figcaption>\u003c/figure>\n\u003cp>One of the promises of the Internet is to put resources into the hands of those who wouldn't otherwise be able to access them. We often think of that in terms of information and data. But as the \u003ca href=\"http://itg.beckman.illinois.edu/\">Imaging Technology Group\u003c/a> at the Beckman Institute at the University of Illinois, Urbana-Champaign demonstrates, the Internet can also enable people to access hardware resources, not just software or information.\u003c/p>\n\u003cp>In the case of the Beckman Institute, it's a $600,000 electron microscope that can now be used remotely. Called \u003ca href=\"http://bugscope.beckman.uiuc.edu/\">Bugscope\u003c/a>, the project allows K-12 and undergraduate students to access and control the electron microscope from their classroom and view -- as the name suggests -- bug samples at up to a 20,000-fold magnification.\u003c/p>\n\u003cp>Classes can mail in their insect specimens or use those provided by Bugscope. Doing so allows them to examine insect anatomy that's too small for regular classroom microscopes (which typically magnify up to 1000 times).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The whole idea is allowing a classroom to be like research investigators. The kids are the main actors. We are just support.\"\u003c/aside>\n\u003cp>And because of the design of the project, it also helps students experience other aspects of scientific research. Classes must propose their projects to Bugscope, for example, in order to use the microscope (although all legitimate proposals are accepted). And they have the opportunity to live chat with scientists during their session and ask them not just about insects or about electron microscopes but about careers in science.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14594\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14594\" title=\"butterfly_electron\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/butterfly_electron-300x215.gif\" alt=\"\" width=\"300\" height=\"215\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image acquired by students (2009-154 Session)\u003c/figcaption>\u003c/figure>\n\u003cp>Bugscope hosted its first classroom session back in March of 1999, and since then there have been 580 classroom sessions with 415 schools. Bugscope has also been used in teacher education programs at several universities, helping model ways in which teachers can use technology to help foster scientific inquiry. Marquette University and California State University, East Bay, over the past 10 years (involving 870 students) have modeled strategies for use of technology to foster inquiry in a dynamic, real-time community of learners by contextualizing science content.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"My students, who experience poverty, violence, and challenging living environments, had the opportunity to control a $600,000 environmental scanning electron microscope,\" one pre-service teacher who has used Bugscope in the classroom \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">said.\u003c/a> \"They chatted directly with scientists …. Most students learn the functions of insects by looking at pictures or drawings in a textbook. My fifth graders observed their own once-living specimens.”\u003c/p>\n\u003cp>Last month, the journal \u003cem>Science\u003c/em> awarded the Bugscope project its \u003ca href=\"http://www.aaas.org/news/releases/2011/0729sp_spore.shtml\">SPORE Award\u003c/a>, its Science Prize for Online Resources in Education. Bugscope collaborators Michele Korb and Umesh Thakkar explain how the program works to help train future scientists in an \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">article in Science\u003c/a>.\u003c/p>\n\u003cp>\"The whole idea is allowing a classroom to be like research investigators,\" Thakkar told the \u003ca href=\"http://www.sacbee.com/2011/08/01/3807514/students-gain-access-to-electron.html\">Sacramento Bee\u003c/a>. \"Each session is unique. The teacher has the power. The kids are the main actors. We are just support.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read about how a class in Palatine, Illinois \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">uses a Geiger counter\u003c/a> on the opposite end of the world -- in Australia to test whether sleeping with a cell phone under their pillows might be harmful.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14593\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/esem-feg-300x250.jpg\" alt=\"\" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The FEI XL-30 ESEM FEG (right) and computer controls.\u003c/figcaption>\u003c/figure>\n\u003cp>One of the promises of the Internet is to put resources into the hands of those who wouldn't otherwise be able to access them. We often think of that in terms of information and data. But as the \u003ca href=\"http://itg.beckman.illinois.edu/\">Imaging Technology Group\u003c/a> at the Beckman Institute at the University of Illinois, Urbana-Champaign demonstrates, the Internet can also enable people to access hardware resources, not just software or information.\u003c/p>\n\u003cp>In the case of the Beckman Institute, it's a $600,000 electron microscope that can now be used remotely. Called \u003ca href=\"http://bugscope.beckman.uiuc.edu/\">Bugscope\u003c/a>, the project allows K-12 and undergraduate students to access and control the electron microscope from their classroom and view -- as the name suggests -- bug samples at up to a 20,000-fold magnification.\u003c/p>\n\u003cp>Classes can mail in their insect specimens or use those provided by Bugscope. Doing so allows them to examine insect anatomy that's too small for regular classroom microscopes (which typically magnify up to 1000 times).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The whole idea is allowing a classroom to be like research investigators. The kids are the main actors. We are just support.\"\u003c/aside>\n\u003cp>And because of the design of the project, it also helps students experience other aspects of scientific research. Classes must propose their projects to Bugscope, for example, in order to use the microscope (although all legitimate proposals are accepted). And they have the opportunity to live chat with scientists during their session and ask them not just about insects or about electron microscopes but about careers in science.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14594\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14594\" title=\"butterfly_electron\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/butterfly_electron-300x215.gif\" alt=\"\" width=\"300\" height=\"215\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image acquired by students (2009-154 Session)\u003c/figcaption>\u003c/figure>\n\u003cp>Bugscope hosted its first classroom session back in March of 1999, and since then there have been 580 classroom sessions with 415 schools. Bugscope has also been used in teacher education programs at several universities, helping model ways in which teachers can use technology to help foster scientific inquiry. Marquette University and California State University, East Bay, over the past 10 years (involving 870 students) have modeled strategies for use of technology to foster inquiry in a dynamic, real-time community of learners by contextualizing science content.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My students, who experience poverty, violence, and challenging living environments, had the opportunity to control a $600,000 environmental scanning electron microscope,\" one pre-service teacher who has used Bugscope in the classroom \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">said.\u003c/a> \"They chatted directly with scientists …. Most students learn the functions of insects by looking at pictures or drawings in a textbook. My fifth graders observed their own once-living specimens.”\u003c/p>\n\u003cp>Last month, the journal \u003cem>Science\u003c/em> awarded the Bugscope project its \u003ca href=\"http://www.aaas.org/news/releases/2011/0729sp_spore.shtml\">SPORE Award\u003c/a>, its Science Prize for Online Resources in Education. Bugscope collaborators Michele Korb and Umesh Thakkar explain how the program works to help train future scientists in an \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">article in Science\u003c/a>.\u003c/p>\n\u003cp>\"The whole idea is allowing a classroom to be like research investigators,\" Thakkar told the \u003ca href=\"http://www.sacbee.com/2011/08/01/3807514/students-gain-access-to-electron.html\">Sacramento Bee\u003c/a>. \"Each session is unique. The teacher has the power. The kids are the main actors. We are just support.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read about how a class in Palatine, Illinois \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">uses a Geiger counter\u003c/a> on the opposite end of the world -- in Australia to test whether sleeping with a cell phone under their pillows might be harmful.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-14565\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/getty-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to\u003ca href=\"www.census.gov/newsroom/releases/pdf/cb10ff-14_school.pdf\"> a government census\u003c/a> (as of 2008).\u003c/p>\n\u003cp>So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?\u003c/p>\n\u003cp>Google, the world's go-to for answers, has an idea for the most impactful place to start. Last week, the company's educational overseers organized the Google Faculty Institute, to which they invited the faculty from California State University (CSU) schools of education. The mission: to show those who teach teachers the most effective, useful, and helpful digital tools.\u003c/p>\n\u003cp>Why the focus on CSU teachers? Simple math -- 60% of teachers in California and \u003cstrong>10% of teachers in the U.S\u003c/strong>. -- are trained through the CSU system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/aside>\n\u003cp>\"We want to make California a model for the rest of the country,\" said Maggie Johnson, director of education and university relations for Google. \"We wanted to find a mechanism for talking about education technology and all the ways of using it in transformational ways -- not just ways to support teaching as it’s always been done.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Over the course of three days, the 39 attendees -- mostly faculty who teach at the CSU schools of education -- were tasked with coming up with proposals that would demonstrate the use of technology in new and inventive ways. They had to show how the proposal could be scaled and how it could go viral. For its part, in addition to hosting the event and providing experts and resources at the workshop, Google will donate $20,000 to each group, which has six to nine months to implement their ideas.\u003c/p>\n\u003cp>Here's what they came up with:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The Math of Khan: \u003c/strong>Documenting, testing and disseminating the process by which a teacher can flip their classroom using \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy videos\u003c/a>.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Making Teachers 'Appy'\u003c/strong>: Encouraging a \"maker\" philosophy with pre-service educators (teachers-in-training) by teaching introduction to programming in an educational technology course.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Birds-Eye Detective:\u003c/strong> Teaching pre-server educators how to use Google Earth, Maps and fusion tables in the context of project-based K-12 instruction.\u003c/li>\n\u003cli>\u003cstrong>Team-Teaching Classroom Innovation:\u003c/strong> Identifying a large number of pre-service teacher pairs to develop technology-rich science and math modules, test those modules in their classrooms and share with each other.\u003c/li>\n\u003cli>\u003cstrong>Transforming STEM Educators\u003c/strong>: Delivering short workshops on how to use technology to do formative assessment, while saving faculty significant time.\u003c/li>\n\u003cli>\u003cstrong>Examining Climate Change:\u003c/strong> An integrative math/science/technology approach to learning about climate change by developing a module for a methods course showing the power of technology in the context on relevant issues and to address misconceptions.\u003c/li>\n\u003c/ul>\n\u003cp>For these educators of educators, learning the tools of the trade for themselves deepened their understanding of how they can be taught to their students, and in turn used more fluidly in classrooms across California.\u003c/p>\n\u003cp>\"They now understand the ability to manage some of these tools that can make teaching more fruitful and more exciting,\" said Jaimie Tasap, Google senior education manager.\u003c/p>\n\u003cp>Though there were \"bumps in the road,\" namely legitimate obstacles that faculty would face in taking these ideas back to school to implement, Johnson said she's confident they'll follow through.\u003c/p>\n\u003cp>\"We want them to influence the rest of the faculty at their schools,\" she said. \"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_14527\" class=\"wp-caption left\" style=\"max-width: 287px\">\u003ca href=\"http://blogs.kqed.org/climatewatch/2011/01/29/citizen-science-the-iphone-app/\">\u003cimg class=\"size-full wp-image-14527\" title=\"Screen shot 2011-08-12 at 1.28.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png\" alt=\"\" width=\"287\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png 287w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-75x75.png 75w\" sizes=\"(max-width: 287px) 100vw, 287px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ken-ichi Ueda and Scott Loarie demonstrated the new iNaturalist iPhone app at Stanford's Jasper Ridge Biological Preserve\u003c/figcaption>\u003c/figure>\n\u003cp>It’s great to be a student these days. The opportunities to learn math, science, technology and engineering have come such a long way from the days of sitting through interminable hours of watching teachers solve equations and explain complicated theories on the chalkboard.\u003c/p>\n\u003cp>Witnessing how technology has redefined learning makes me wish I could start school all over again. Covering the subject of education innovation and the future of learning for \u003ca href=\"../\">MindShift\u003c/a>, I’m excited to see that the old model is changing. With access to a computer or mobile device, apps and websites, students can have a completely different learning experience – one that resonates within the digital world they live.\u003c/p>\n\u003cp>\u003cstrong>1. LOCAL AND GLOBAL COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The stereotypical image of a scientist is that of one who works long, solitary hours in a sealed lab sequestered from others. But most science research in the real world happens with lots of collaboration between researchers from across the globe. And the same scenario is happening in schools, too.\u003c/p>\n\u003cp>In schools like \u003ca href=\"../2011/01/napa-new-tech-school-of-the-future-is-here/\">Napa New Tech High\u003c/a> in Napa, Calif., students work in groups on projects for every subject they study. At \u003ca href=\"../2011/06/three-public-schools-a-study-in-contrast/\">Covington Elementary School\u003c/a> in Los Altos, Calif., students help each other figure out math problems they’re learning on the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> website. And when they’re stuck with a problem, their teacher Richard Julian steps in -- he doesn’t solve it for them, but helps them figure out how to solve it themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scientists are also collaborating with students, asking eager, young learners to help them gather data and conduct \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">research\u003c/a>. So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\">ornithologists \u003c/a>at Cornell University study breeding and nesting behavior, when \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\">NASA \u003c/a>researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org/\">ladybug \u003c/a>populations, they ask K-12 students to participate in the research — often as part of their regular class curriculum.\u003c/p>\n\u003cp>Students are also working with each other and scientists across the globe on their own science projects, as with Tanya Katovich’s class in Palatine, Illinois. Katovich’s students connected to a radioactivity lab clear across the globe — a Geiger counter in Australia — to find out whether their \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phones\u003c/a> are frying their brains. Now that’s worth learning!\u003c/p>\n\u003cp>\u003cstrong>2) ADDRESSING REAL-WORLD CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Studying a subject just for the sake of knowing it is no longer a viable reason to learn. Educators are realizing that connecting curriculum to what’s important to students in their daily lives, as well as to what’s meaningful in the real world, will motivate students to want to learn more.\u003c/p>\n\u003cp>That was the case with Tanya Katovich’s class, whose students were invested in learning the outcomes of whether sleeping with their cell phones under their pillows was harming them. Similarly, challenged with the task of finding engaging ways to measure asthmatic kids’ oxygen levels, a group of students at Microsoft’s \u003ca href=\"http://www.imaginecup.com/\">Imagine Cup\u003c/a> contest created a \u003ca href=\"../2011/07/a-student-built-game-attempts-to-improve-health/\">mobile game\u003c/a> that makes those annoying breathing tests more fun. The game connects the mobile phone to a spirometer, which controls Azmo, a fire-breathing dragon whose fiery breath destroys villages and castles.\u003c/p>\n\u003cp>Another student at the Imagine Cup created a \u003ca href=\"../2011/07/student-built-technology-helping-low-vision-students/\">tool \u003c/a>designed to help visually impaired students with taking notes in class.\u003c/p>\n\u003cp>With access to real data and real tools available online, students are able to draw their own conclusions and create their own problem-solving devices, giving them a glimpse into the world outside the confines of school, and making them responsible, contributing citizens of the world. Today, anyone can be an engineer.\u003c/p>\n\u003cp>\u003cstrong>3) TEXTBOOKS, BEGONE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>There will come a day when textbooks will no longer be the predominant source of learning in schools. That time is not as far off as you might think.\u003c/p>\n\u003cp>And it’s not just a matter of \u003ca href=\"../tag/digital-textbooks/\">digitizing textbooks\u003c/a>, though that’s the very first baby-step. Subjects like math, science and engineering are becoming untethered from print books and gaining new life in apps, games and websites.\u003c/p>\n\u003cp>\u003ca href=\"../tag/citizen-science/\">Citizen science\u003c/a> apps like \u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a>, \u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> and \u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> are just a few mobile phone apps that encourage learners to gather scientific data in their surrounding environment and submit it to sites that use the information for everything from geo-tagging bird species to logging plants and animals.\u003c/p>\n\u003cp>Not to mention sites that teach students how to program and \u003ca href=\"../2011/06/preventing-the-summer-slide-with-diy-tech-and-science-projects\">build robots\u003c/a>, \u003ca href=\"../tag/motion-math\">motion-sensor apps\u003c/a> that teach fractions, and apps that \u003ca href=\"../2010/10/get-a-hobby-astronomy-apps/\">chart the stars\u003c/a> for astronomy buffs.\u003c/p>\n\u003cp>With tools like \u003ca href=\"http://sketchup.google.com/\">Sketchup\u003c/a>, students can design and create anything in their imagination. With sites like Microsoft’s \u003ca href=\"http://www.worldwidetelescope.org/Home.aspx\">WorldWide Telescope\u003c/a> and \u003ca href=\"http://www.google.com/earth/index.html\">Google Earth\u003c/a>, they can virtually explore every part of the world from their own classrooms or bedrooms.\u003c/p>\n\u003cp>These examples just barely scratch the surface of the types of innovations that are happening in STEM education. As technology becomes more sophisticated, so will the young minds that harness it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally written for NBC's Education Nation blog called \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=00D30BAE-C425-11E0-A76D000C296BA163&aka=0\">The Learning Curve\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14527\" class=\"wp-caption left\" style=\"max-width: 287px\">\u003ca href=\"http://blogs.kqed.org/climatewatch/2011/01/29/citizen-science-the-iphone-app/\">\u003cimg class=\"size-full wp-image-14527\" title=\"Screen shot 2011-08-12 at 1.28.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png\" alt=\"\" width=\"287\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png 287w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-75x75.png 75w\" sizes=\"(max-width: 287px) 100vw, 287px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ken-ichi Ueda and Scott Loarie demonstrated the new iNaturalist iPhone app at Stanford's Jasper Ridge Biological Preserve\u003c/figcaption>\u003c/figure>\n\u003cp>It’s great to be a student these days. The opportunities to learn math, science, technology and engineering have come such a long way from the days of sitting through interminable hours of watching teachers solve equations and explain complicated theories on the chalkboard.\u003c/p>\n\u003cp>Witnessing how technology has redefined learning makes me wish I could start school all over again. Covering the subject of education innovation and the future of learning for \u003ca href=\"../\">MindShift\u003c/a>, I’m excited to see that the old model is changing. With access to a computer or mobile device, apps and websites, students can have a completely different learning experience – one that resonates within the digital world they live.\u003c/p>\n\u003cp>\u003cstrong>1. LOCAL AND GLOBAL COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The stereotypical image of a scientist is that of one who works long, solitary hours in a sealed lab sequestered from others. But most science research in the real world happens with lots of collaboration between researchers from across the globe. And the same scenario is happening in schools, too.\u003c/p>\n\u003cp>In schools like \u003ca href=\"../2011/01/napa-new-tech-school-of-the-future-is-here/\">Napa New Tech High\u003c/a> in Napa, Calif., students work in groups on projects for every subject they study. At \u003ca href=\"../2011/06/three-public-schools-a-study-in-contrast/\">Covington Elementary School\u003c/a> in Los Altos, Calif., students help each other figure out math problems they’re learning on the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> website. And when they’re stuck with a problem, their teacher Richard Julian steps in -- he doesn’t solve it for them, but helps them figure out how to solve it themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scientists are also collaborating with students, asking eager, young learners to help them gather data and conduct \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">research\u003c/a>. So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\">ornithologists \u003c/a>at Cornell University study breeding and nesting behavior, when \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\">NASA \u003c/a>researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org/\">ladybug \u003c/a>populations, they ask K-12 students to participate in the research — often as part of their regular class curriculum.\u003c/p>\n\u003cp>Students are also working with each other and scientists across the globe on their own science projects, as with Tanya Katovich’s class in Palatine, Illinois. Katovich’s students connected to a radioactivity lab clear across the globe — a Geiger counter in Australia — to find out whether their \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phones\u003c/a> are frying their brains. Now that’s worth learning!\u003c/p>\n\u003cp>\u003cstrong>2) ADDRESSING REAL-WORLD CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Studying a subject just for the sake of knowing it is no longer a viable reason to learn. Educators are realizing that connecting curriculum to what’s important to students in their daily lives, as well as to what’s meaningful in the real world, will motivate students to want to learn more.\u003c/p>\n\u003cp>That was the case with Tanya Katovich’s class, whose students were invested in learning the outcomes of whether sleeping with their cell phones under their pillows was harming them. Similarly, challenged with the task of finding engaging ways to measure asthmatic kids’ oxygen levels, a group of students at Microsoft’s \u003ca href=\"http://www.imaginecup.com/\">Imagine Cup\u003c/a> contest created a \u003ca href=\"../2011/07/a-student-built-game-attempts-to-improve-health/\">mobile game\u003c/a> that makes those annoying breathing tests more fun. The game connects the mobile phone to a spirometer, which controls Azmo, a fire-breathing dragon whose fiery breath destroys villages and castles.\u003c/p>\n\u003cp>Another student at the Imagine Cup created a \u003ca href=\"../2011/07/student-built-technology-helping-low-vision-students/\">tool \u003c/a>designed to help visually impaired students with taking notes in class.\u003c/p>\n\u003cp>With access to real data and real tools available online, students are able to draw their own conclusions and create their own problem-solving devices, giving them a glimpse into the world outside the confines of school, and making them responsible, contributing citizens of the world. Today, anyone can be an engineer.\u003c/p>\n\u003cp>\u003cstrong>3) TEXTBOOKS, BEGONE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>There will come a day when textbooks will no longer be the predominant source of learning in schools. That time is not as far off as you might think.\u003c/p>\n\u003cp>And it’s not just a matter of \u003ca href=\"../tag/digital-textbooks/\">digitizing textbooks\u003c/a>, though that’s the very first baby-step. Subjects like math, science and engineering are becoming untethered from print books and gaining new life in apps, games and websites.\u003c/p>\n\u003cp>\u003ca href=\"../tag/citizen-science/\">Citizen science\u003c/a> apps like \u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a>, \u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> and \u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> are just a few mobile phone apps that encourage learners to gather scientific data in their surrounding environment and submit it to sites that use the information for everything from geo-tagging bird species to logging plants and animals.\u003c/p>\n\u003cp>Not to mention sites that teach students how to program and \u003ca href=\"../2011/06/preventing-the-summer-slide-with-diy-tech-and-science-projects\">build robots\u003c/a>, \u003ca href=\"../tag/motion-math\">motion-sensor apps\u003c/a> that teach fractions, and apps that \u003ca href=\"../2010/10/get-a-hobby-astronomy-apps/\">chart the stars\u003c/a> for astronomy buffs.\u003c/p>\n\u003cp>With tools like \u003ca href=\"http://sketchup.google.com/\">Sketchup\u003c/a>, students can design and create anything in their imagination. With sites like Microsoft’s \u003ca href=\"http://www.worldwidetelescope.org/Home.aspx\">WorldWide Telescope\u003c/a> and \u003ca href=\"http://www.google.com/earth/index.html\">Google Earth\u003c/a>, they can virtually explore every part of the world from their own classrooms or bedrooms.\u003c/p>\n\u003cp>These examples just barely scratch the surface of the types of innovations that are happening in STEM education. As technology becomes more sophisticated, so will the young minds that harness it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally written for NBC's Education Nation blog called \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=00D30BAE-C425-11E0-A76D000C296BA163&aka=0\">The Learning Curve\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos!",
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"content": "\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\u003cbr>\nhttp://youtu.be/_8OAfHg0CP4\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_8OAfHg0CP4'\n title='//www.youtube.com/embed/_8OAfHg0CP4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-14441\" href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/facebook-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-14441\" title=\"facebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/facebook-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Last week, I posted an article by OnlineCollege's Carol Brown \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">listing reasons to bring Facebook into the classroom\u003c/a>. But as the comments reflect, educators are wary of opening what could be a Pandora's box -- and whether it's worth the tradeoff.\u003c/p>\n\u003cp>With last week's news about Missouri\u003ca href=\"http://www.senate.mo.gov/09info/BTS_Web/Bill.aspx?SessionType=R&BillID=512767\"> banning teachers from private communication \u003c/a>with students on social media sites, the issue becomes even more complicated.\u003c/p>\n\u003cp>Reader Mdcromp points out one prevailing reason why Facebook will always be a contender in this space: Because that's where most kids already live online, thus that's the best way to get their attention and become more seamlessly part of their lives. And though there may be more protected spaces for social networking, as he puts it: \"Everyone already has a Facebook account.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Many parents don't know how to teach them in this instance because they didn't grow up in the digital age.\"\u003c/aside>\n\u003cp>Except, of course, students under the age of 13, who are legally barred from signing up for an account, as reader Andrew Bills points out. (But do keep in mind that \u003ca href=\"http://www.consumerreports.org/cro/magazine-archive/2011/june/electronics-computers/state-of-the-net/facebook-concerns/index.htm\">7.5 million kids under 13\u003c/a> are already on Facebook -- for better or for worse -- according to a Consumer Reports survey.) \"While Facebook does have potential for good in the schools there is just too much about it that doesn't work,\" Bills writes.\u003c/p>\n\u003cp>But if educators don't teach students how to negotiate social networking sites, who will? Reader Eug_carizma writes: \"Unfortunately many parents don't know how to teach them in this instance because they didn't grow up in the digital age. It is our job as educators to teach children the things they won't or can't learn at home.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.csmonitor.com/USA/2011/0803/Will-Missouri-Facebook-Law-spook-teachers-away-from-social-media\">Christian Science Monitor article \u003c/a>makes a similar claim, quoting \u003ca href=\"http://www.csmonitor.com/tags/topic/Michelle+Manafy\" target=\"_self\">Michelle Manafy\u003c/a>, author of \u003cem>Dancing With Digital Natives\u003c/em>. \"It's missing an opportunity, an obligation, for us to guide young people in the appropriate use of technology. I think we abandon that role as teachers, mentors and parents at our own peril and at the peril of our young people,\" Manafy said.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Another reader takes issue with the commercial nature of Facebook, claiming that Facebook is actually not free, because it's dependent on market profiling and advertisements. Agreed -- Facebook is lousy with ads, but doesn't part of teaching online literacy include lessons about marketing and ads?\u003c/p>\n\u003cp>As for concerns over privacy and relationships between teachers and students, perhaps reader Robin Sellers' suggestion could provide a solution:\u003c/p>\n\u003cp>\"I suggest using Facebook Pages or Groups, not private profile accounts with students. This way, you don't see your students personal posts and they don't see yours.\"\u003c/p>\n\u003cp>Have any teachers tried this approach?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14441\" href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/facebook-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-14441\" title=\"facebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/facebook-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Last week, I posted an article by OnlineCollege's Carol Brown \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">listing reasons to bring Facebook into the classroom\u003c/a>. But as the comments reflect, educators are wary of opening what could be a Pandora's box -- and whether it's worth the tradeoff.\u003c/p>\n\u003cp>With last week's news about Missouri\u003ca href=\"http://www.senate.mo.gov/09info/BTS_Web/Bill.aspx?SessionType=R&BillID=512767\"> banning teachers from private communication \u003c/a>with students on social media sites, the issue becomes even more complicated.\u003c/p>\n\u003cp>Reader Mdcromp points out one prevailing reason why Facebook will always be a contender in this space: Because that's where most kids already live online, thus that's the best way to get their attention and become more seamlessly part of their lives. And though there may be more protected spaces for social networking, as he puts it: \"Everyone already has a Facebook account.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Many parents don't know how to teach them in this instance because they didn't grow up in the digital age.\"\u003c/aside>\n\u003cp>Except, of course, students under the age of 13, who are legally barred from signing up for an account, as reader Andrew Bills points out. (But do keep in mind that \u003ca href=\"http://www.consumerreports.org/cro/magazine-archive/2011/june/electronics-computers/state-of-the-net/facebook-concerns/index.htm\">7.5 million kids under 13\u003c/a> are already on Facebook -- for better or for worse -- according to a Consumer Reports survey.) \"While Facebook does have potential for good in the schools there is just too much about it that doesn't work,\" Bills writes.\u003c/p>\n\u003cp>But if educators don't teach students how to negotiate social networking sites, who will? Reader Eug_carizma writes: \"Unfortunately many parents don't know how to teach them in this instance because they didn't grow up in the digital age. It is our job as educators to teach children the things they won't or can't learn at home.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.csmonitor.com/USA/2011/0803/Will-Missouri-Facebook-Law-spook-teachers-away-from-social-media\">Christian Science Monitor article \u003c/a>makes a similar claim, quoting \u003ca href=\"http://www.csmonitor.com/tags/topic/Michelle+Manafy\" target=\"_self\">Michelle Manafy\u003c/a>, author of \u003cem>Dancing With Digital Natives\u003c/em>. \"It's missing an opportunity, an obligation, for us to guide young people in the appropriate use of technology. I think we abandon that role as teachers, mentors and parents at our own peril and at the peril of our young people,\" Manafy said.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Another reader takes issue with the commercial nature of Facebook, claiming that Facebook is actually not free, because it's dependent on market profiling and advertisements. Agreed -- Facebook is lousy with ads, but doesn't part of teaching online literacy include lessons about marketing and ads?\u003c/p>\n\u003cp>As for concerns over privacy and relationships between teachers and students, perhaps reader Robin Sellers' suggestion could provide a solution:\u003c/p>\n\u003cp>\"I suggest using Facebook Pages or Groups, not private profile accounts with students. This way, you don't see your students personal posts and they don't see yours.\"\u003c/p>\n\u003cp>Have any teachers tried this approach?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "50 Reasons to Invite Facebook Into Your Classroom",
"title": "50 Reasons to Invite Facebook Into Your Classroom",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-14273\" href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/10_11-15_newtech_0354-3/\">\u003cimg class=\"size-medium wp-image-14273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Editor's Note: It's not an easy decision to bring Facebook into the classroom. Teachers must contend with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/30-facebook-rules-for-college-professors/\">all kinds of issues\u003c/a> -- including \u003ca href=\"http://www.csmonitor.com/USA/2011/0803/Will-Missouri-Facebook-Law-spook-teachers-away-from-social-media\">breaking the law.\u003c/a> In this fraught world of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">social media privacy\u003c/a>, the terrain is that much less clear, but for those who are willing to think about opening that door, here's an article by Carol Brown of \u003ca href=\"http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/\">Online College\u003c/a>. \u003c/em>\u003c/p>\n\u003ch5>By Carol Brown\u003c/h5>\n\u003cp>At its start, \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a> was once exclusively for college students. But as it has grown in popularity and become adopted by everyone from grad students to grandmas, its usefulness has grown, too. Educators are beginning to realize the powerful potential that Facebook has in the classroom, not as a distraction, but as a collaborative learning tool. While some schools and instructors may be wary of inviting such a temptingly fun procrastination platform into their classrooms, others have seen \u003ca href=\"http://mastersineducation.org/infographic-how-to-get-better-grades-through-social-media/\">great benefits in using social media\u003c/a>. In fact, teacher Elizabeth Delmatoff in Portland saw a \u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">50% increase in grades\u003c/a> after implementing a social media program in her classroom. How can Facebook benefit your class? \u003ca href=\"http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/\">Online College\u003c/a> enumerates 50 ways.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://www.associatedcontent.com/article/6229132/using_facebook_and_twitter_in_the_classroom.html?cat=15\">Facebook is fun\u003c/a>: Almost every student is familiar with Facebook, and most are excited to be able to use the site for collaborative learning.\u003c/li>\n\u003cli>\u003ca href=\"http://www.universitychronicle.net/index.php/2011/04/17/social-media-classroom/\">It's free\u003c/a>: Schools pay thousands of dollars for collaboration, digital storage, and communication systems, but Facebook does all of these things — for free.\u003c/li>\n\u003cli>\u003ca href=\"http://www.associatedcontent.com/article/6229132/using_facebook_and_twitter_in_the_classroom.html?cat=15\">Students are simply more connected\u003c/a>: Many teachers are familiar with Blackboard and other classroom community systems, but students typically only check in when necessary, while students are often checking Facebook multiple times per day.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Calendars and events are easy to share\u003c/a>: Remind students of important dates and events right where they hang out — on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://www.sciencedaily.com/releases/2008/06/080620133907.htm\">Students will learn 21st century skills\u003c/a>: A study from the University of Minnesota discovered that social networking sites like Facebook help students practice the skills they need to be successful in the 21st century.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Students want to share beyond the classroom\u003c/a>: Facebook and other social media tools open up the possibility for students to share what they've learned not just with their fellow students, but with the world.\u003c/li>\n\u003cli>\u003ca href=\"http://www.universitychronicle.net/index.php/2011/04/17/social-media-classroom/\">Online resources are even more convenient\u003c/a>: Posting links on your classroom wall makes it easy for students to read them, and share interesting finds as well.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Students can use Facebook productively\u003c/a>: Most students use Facebook to procrastinate or catch up with friends, but using it in the classroom will help them see the tool in a different light.\u003c/li>\n\u003cli>\u003ca href=\"http://article.wn.com/view/2011/05/24/5_Unique_Uses_of_Twitter_in_the_Classroom/\">Absent students stay in the loop\u003c/a>: Students who can't make it to class can stay updated using the classroom Facebook group.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Campus clubs have a simple forum\u003c/a>: Students in extracurricular activities can use Facebook to stay in touch and keep everyone updated.\u003c/li>\n\u003cli>\u003ca href=\"http://www.byki.com/blog/?p=354\">You can schedule daily learning activities\u003c/a>: Sign up your classroom Facebook group for a word of the day, or history lesson of the day to utilize a learning point that can be enjoyed together and referenced later.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Facebook encourages collaboration rather than cliques\u003c/a>: Everyone can speak up and work together on Facebook, where students may be held back socially in the classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.speedofcreativity.org/2006/08/28/the-case-for-instant-messaging-in-the-classroom/\">There's an opportunity to discuss appropriate use\u003c/a>: Set students up for success in social media by discussing appropriate ways to use it.\u003c/li>\n\u003cli>\u003ca href=\"http://www.createdebate.com/debate/show/Facebook_in_the_Classroom\">Facebook creates a social bond\u003c/a>: Teachers and students can benefit from the social bond created by interaction on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Students can get access to extra assignments\u003c/a>: Instructors can post extra credit assignments-or just fun activities students can pick up.\u003c/li>\n\u003cli>\u003ca href=\"http://www.byki.com/blog/?p=354\">Review material is easily organized\u003c/a>: By tagging important items, you can easily collect links, photos, notes, and other resources that are essential for pre-exam review, which is useful for instructors as well as students.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/educators-guide\">It's great for professional development\u003c/a>: Students aren't the only ones who can benefit from using Facebook. Teachers can use it for professional development, too.\u003c/li>\n\u003cli>\u003ca href=\"http://www.gr8-education.com/7-ways-to-use-social-media-in-the-classroom.html\">Students can listen more actively\u003c/a>: Students may passively listen to lectures, but interactively using Facebook will result in active learning.\u003c/li>\n\u003cli>\u003ca href=\"http://blog.sunbeltstaffing.com/working-in-schools/using-facebook-in-the-classroom/\">Parents can be more involved\u003c/a>: Share lunch menus, important reminders, activities, events, closings, and special notes via a Facebook Page for your classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.gr8-education.com/7-ways-to-use-social-media-in-the-classroom.html\">Class resources are available anywhere\u003c/a>: Students can read notes and assignments anywhere they can find the Internet when they're posted on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">You can reach students on to go\u003c/a>: Want to remind your chronically late students to get to class on time today? Students can receive Facebook updates by text, allowing you to get in contact before they're late for your lecture.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/educators-guide\">Students can learn about social media in a safe environment\u003c/a>: By using Facebook in the classroom, you can teach students about the safe use of social media.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/groups#communicate\">You'll save paper\u003c/a>: Permission slips and flyers that used to be sent home on paper and eaten by the dog can bow be uploaded in Facebook groups for parents to use instead.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Students can conduct research\u003c/a>: Whether it's for asking a far-flung family member about genealogy or taking an informal poll, students can use their Facebook friends to gather information.\u003c/li>\n\u003cli>\u003ca href=\"http://www.createdebate.com/debate/show/Facebook_in_the_Classroom\">Facebook is great for reminders\u003c/a>: Even if you're mentioning important dates and assignments elsewhere, students can be helped with reminders that pop up right in their Facebook feed.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Students can share at-home progress\u003c/a>: Want to know how student science projects are coming along? Ask for photos of their works in progress, posted on your classroom Facebook wall.\u003c/li>\n\u003cli>\u003ca href=\"http://www.associatedcontent.com/article/6229132/using_facebook_and_twitter_in_the_classroom.html?cat=15\">Social media becomes less of a distraction\u003c/a>: Some teachers have found that using Facebook and other social media sites for education means that students are less tempted to use them inappropriately during class time.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Shy students can shine\u003c/a>: Students who might otherwise not speak up can contribute on Facebook where they may be more comfortable.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/groups#communicate\">You can share resources with colleagues\u003c/a>: Your school teaching group or a collection of 4th grade teachers in your district can get together can share resources for teaching, saving time and enriching the classroom experience for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.readinghorizons.com/blog/post/2010/11/19/Facebook-in-the-Classroom.aspx\">Kids and parents can talk about activities\u003c/a>: When parents are following along with class postings, they'll never have to wonder what happened at school-and they can build upon what was discussed.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Media can be disseminated with ease\u003c/a>: Teachers, students, and parents can post pictures, video, and questions, sharing a dialog and resources on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://www.createdebate.com/debate/show/Facebook_in_the_Classroom\">Group projects can be executed on Facebook\u003c/a>: Students can form groups for class projects, sharing assignments, information, and bringing it all together with trackable involvement.\u003c/li>\n\u003cli>\u003ca href=\"http://www.readinghorizons.com/blog/post/2010/11/19/Facebook-in-the-Classroom.aspx\">Show and tell\u003c/a>: Students may not be able to bring their zoo-worthy python into the classroom, but photos and videos can be shared on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/facebook-classroom-integration-onlin\">Debates can be taken online\u003c/a>: Extend classroom discussions onto Facebook, where students can spend more time in active learning and debate.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Students are more likely to interact with faculty\u003c/a>: Facebook breaks down barriers, making instructors more socially available to students-and making it easier to talk to them.\u003c/li>\n\u003cli>\u003ca href=\"http://wiki.uiowa.edu/display/edtech/How+Social+Network+Sites+Can+Be+Beneficial+In+The+Classroom\">Outsiders can offer their input\u003c/a>: Teachers can easily ask experts to chime in on Facebook pages, sparking a new level of discussion and involvement.\u003c/li>\n\u003cli>\u003ca href=\"http://net.educause.edu/ir/library/pdf/ELI7017.pdf\">Students can learn the importance of creating content\u003c/a>: Instead of simply consuming content, students can create, posting discussions, resources, and more.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Faculty can learn names and faces\u003c/a>: With constant updates and interaction, faculty can use Facebook to better associate names and faces in the classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.facebook.com/pages/Foreign-Language-Learning-A-Community-of-Practice/127786263942020\">Students can interact with others around the world\u003c/a>: Many classrooms use Facebook for foreign language learning, partnering up with students who speak different languages.\u003c/li>\n\u003cli>\u003ca href=\"http://www.sciencedaily.com/releases/2008/05/080512094426.htm\">Facebook can help new students settle in\u003c/a>: Whether it's grade school or college, Facebook is a great tool for helping students get integrated into the social and academic life of a new school.\u003c/li>\n\u003cli>\u003ca href=\"http://www.eyeoneducation.com/Blog/articleType/ArticleView/articleId/129/Engage-Students-through-Classroom-Polling\">You can poll students on Facebook\u003c/a>: Ask questions of your class on Facebook and get easy answers using polling tools on the site.\u003c/li>\n\u003cli>\u003ca href=\"http://www.facebook.com/note.php?note_id=450684132701\">You can get instant feedback\u003c/a>: Find out quickly and easily what students think of an assignment or activity idea.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Students can stay connected anywhere\u003c/a>: Even if they can't make it to class or check Facebook on their home computer, students can use Facebook on their mobile devices to stay updated at all times.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Instructors can better understand the interests of students\u003c/a>: When students make their profile details available, instructors can learn more about a student's major, interests, and background, allowing them to suggest information and topics they'd be interested in.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Facebook is full of learning apps\u003c/a>: You can find tons of apps for classroom learning, including mathematical formulas, slideshow applications, class notes, and more.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Relationships can continue after the course\u003c/a>: Students can ask for recommendation letters, advice for other classes, and more because of Facebook's informal communication.\u003c/li>\n\u003cli>\u003ca href=\"http://www.quintcareers.com/leveraging_social_networks.html\">Students can become established on Facebook\u003c/a>: Using Facebook in the classroom will allow students to start seeing it as a professional tool, and allow them to build a presence on the site.\u003c/li>\n\u003cli>\u003ca href=\"http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/facebook-classroom-integration-onlin#Benefits_of_the_Practice\">Facebook provides an opportunity for collaborative learning\u003c/a>: Bringing the social element of Facebook into collaborative learning helps to encourage the practice and improve student engagement.\u003c/li>\n\u003cli>\u003ca href=\"http://www.sciencedaily.com/releases/2008/06/080620133907.htm\">Students can learn about academic and professional networking opportunities\u003c/a>: By using Facebook, students will be able to discover the opportunities for career focused networking that are available.\u003c/li>\n\u003cli>\u003ca href=\"http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/facebook-classroom-integration-onlin#Benefits_of_the_Practice\">Faster feedback\u003c/a>: Facebook allows instructors to host extended virtual office hours, with postings and responses available around the clock.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"description": "Editor's Note: It's not an easy decision to bring Facebook into the classroom. Teachers must contend with all kinds of issues -- including breaking the law. In this fraught world of social media privacy, the terrain is that much less clear, but for those who are willing to think about opening that door, here's an",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14273\" href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/10_11-15_newtech_0354-3/\">\u003cimg class=\"size-medium wp-image-14273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Editor's Note: It's not an easy decision to bring Facebook into the classroom. Teachers must contend with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/30-facebook-rules-for-college-professors/\">all kinds of issues\u003c/a> -- including \u003ca href=\"http://www.csmonitor.com/USA/2011/0803/Will-Missouri-Facebook-Law-spook-teachers-away-from-social-media\">breaking the law.\u003c/a> In this fraught world of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">social media privacy\u003c/a>, the terrain is that much less clear, but for those who are willing to think about opening that door, here's an article by Carol Brown of \u003ca href=\"http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/\">Online College\u003c/a>. \u003c/em>\u003c/p>\n\u003ch5>By Carol Brown\u003c/h5>\n\u003cp>At its start, \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a> was once exclusively for college students. But as it has grown in popularity and become adopted by everyone from grad students to grandmas, its usefulness has grown, too. Educators are beginning to realize the powerful potential that Facebook has in the classroom, not as a distraction, but as a collaborative learning tool. While some schools and instructors may be wary of inviting such a temptingly fun procrastination platform into their classrooms, others have seen \u003ca href=\"http://mastersineducation.org/infographic-how-to-get-better-grades-through-social-media/\">great benefits in using social media\u003c/a>. In fact, teacher Elizabeth Delmatoff in Portland saw a \u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">50% increase in grades\u003c/a> after implementing a social media program in her classroom. How can Facebook benefit your class? \u003ca href=\"http://www.onlinecollege.org/2011/07/18/50-reasons-to-invite-facebook-into-your-classroom/\">Online College\u003c/a> enumerates 50 ways.\u003c/p>\n\u003col>\n\u003cli>\u003ca href=\"http://www.associatedcontent.com/article/6229132/using_facebook_and_twitter_in_the_classroom.html?cat=15\">Facebook is fun\u003c/a>: Almost every student is familiar with Facebook, and most are excited to be able to use the site for collaborative learning.\u003c/li>\n\u003cli>\u003ca href=\"http://www.universitychronicle.net/index.php/2011/04/17/social-media-classroom/\">It's free\u003c/a>: Schools pay thousands of dollars for collaboration, digital storage, and communication systems, but Facebook does all of these things — for free.\u003c/li>\n\u003cli>\u003ca href=\"http://www.associatedcontent.com/article/6229132/using_facebook_and_twitter_in_the_classroom.html?cat=15\">Students are simply more connected\u003c/a>: Many teachers are familiar with Blackboard and other classroom community systems, but students typically only check in when necessary, while students are often checking Facebook multiple times per day.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Calendars and events are easy to share\u003c/a>: Remind students of important dates and events right where they hang out — on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://www.sciencedaily.com/releases/2008/06/080620133907.htm\">Students will learn 21st century skills\u003c/a>: A study from the University of Minnesota discovered that social networking sites like Facebook help students practice the skills they need to be successful in the 21st century.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Students want to share beyond the classroom\u003c/a>: Facebook and other social media tools open up the possibility for students to share what they've learned not just with their fellow students, but with the world.\u003c/li>\n\u003cli>\u003ca href=\"http://www.universitychronicle.net/index.php/2011/04/17/social-media-classroom/\">Online resources are even more convenient\u003c/a>: Posting links on your classroom wall makes it easy for students to read them, and share interesting finds as well.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Students can use Facebook productively\u003c/a>: Most students use Facebook to procrastinate or catch up with friends, but using it in the classroom will help them see the tool in a different light.\u003c/li>\n\u003cli>\u003ca href=\"http://article.wn.com/view/2011/05/24/5_Unique_Uses_of_Twitter_in_the_Classroom/\">Absent students stay in the loop\u003c/a>: Students who can't make it to class can stay updated using the classroom Facebook group.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Campus clubs have a simple forum\u003c/a>: Students in extracurricular activities can use Facebook to stay in touch and keep everyone updated.\u003c/li>\n\u003cli>\u003ca href=\"http://www.byki.com/blog/?p=354\">You can schedule daily learning activities\u003c/a>: Sign up your classroom Facebook group for a word of the day, or history lesson of the day to utilize a learning point that can be enjoyed together and referenced later.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Facebook encourages collaboration rather than cliques\u003c/a>: Everyone can speak up and work together on Facebook, where students may be held back socially in the classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.speedofcreativity.org/2006/08/28/the-case-for-instant-messaging-in-the-classroom/\">There's an opportunity to discuss appropriate use\u003c/a>: Set students up for success in social media by discussing appropriate ways to use it.\u003c/li>\n\u003cli>\u003ca href=\"http://www.createdebate.com/debate/show/Facebook_in_the_Classroom\">Facebook creates a social bond\u003c/a>: Teachers and students can benefit from the social bond created by interaction on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">Students can get access to extra assignments\u003c/a>: Instructors can post extra credit assignments-or just fun activities students can pick up.\u003c/li>\n\u003cli>\u003ca href=\"http://www.byki.com/blog/?p=354\">Review material is easily organized\u003c/a>: By tagging important items, you can easily collect links, photos, notes, and other resources that are essential for pre-exam review, which is useful for instructors as well as students.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/educators-guide\">It's great for professional development\u003c/a>: Students aren't the only ones who can benefit from using Facebook. Teachers can use it for professional development, too.\u003c/li>\n\u003cli>\u003ca href=\"http://www.gr8-education.com/7-ways-to-use-social-media-in-the-classroom.html\">Students can listen more actively\u003c/a>: Students may passively listen to lectures, but interactively using Facebook will result in active learning.\u003c/li>\n\u003cli>\u003ca href=\"http://blog.sunbeltstaffing.com/working-in-schools/using-facebook-in-the-classroom/\">Parents can be more involved\u003c/a>: Share lunch menus, important reminders, activities, events, closings, and special notes via a Facebook Page for your classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.gr8-education.com/7-ways-to-use-social-media-in-the-classroom.html\">Class resources are available anywhere\u003c/a>: Students can read notes and assignments anywhere they can find the Internet when they're posted on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://mashable.com/2010/09/29/social-media-in-school/\">You can reach students on to go\u003c/a>: Want to remind your chronically late students to get to class on time today? Students can receive Facebook updates by text, allowing you to get in contact before they're late for your lecture.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/educators-guide\">Students can learn about social media in a safe environment\u003c/a>: By using Facebook in the classroom, you can teach students about the safe use of social media.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/groups#communicate\">You'll save paper\u003c/a>: Permission slips and flyers that used to be sent home on paper and eaten by the dog can bow be uploaded in Facebook groups for parents to use instead.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Students can conduct research\u003c/a>: Whether it's for asking a far-flung family member about genealogy or taking an informal poll, students can use their Facebook friends to gather information.\u003c/li>\n\u003cli>\u003ca href=\"http://www.createdebate.com/debate/show/Facebook_in_the_Classroom\">Facebook is great for reminders\u003c/a>: Even if you're mentioning important dates and assignments elsewhere, students can be helped with reminders that pop up right in their Facebook feed.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Students can share at-home progress\u003c/a>: Want to know how student science projects are coming along? Ask for photos of their works in progress, posted on your classroom Facebook wall.\u003c/li>\n\u003cli>\u003ca href=\"http://www.associatedcontent.com/article/6229132/using_facebook_and_twitter_in_the_classroom.html?cat=15\">Social media becomes less of a distraction\u003c/a>: Some teachers have found that using Facebook and other social media sites for education means that students are less tempted to use them inappropriately during class time.\u003c/li>\n\u003cli>\u003ca href=\"http://www.advancetitan.com/titan-style/social-media-finds-place-in-classroom-1.2045131\">Shy students can shine\u003c/a>: Students who might otherwise not speak up can contribute on Facebook where they may be more comfortable.\u003c/li>\n\u003cli>\u003ca href=\"http://facebookforeducators.org/groups#communicate\">You can share resources with colleagues\u003c/a>: Your school teaching group or a collection of 4th grade teachers in your district can get together can share resources for teaching, saving time and enriching the classroom experience for students.\u003c/li>\n\u003cli>\u003ca href=\"http://www.readinghorizons.com/blog/post/2010/11/19/Facebook-in-the-Classroom.aspx\">Kids and parents can talk about activities\u003c/a>: When parents are following along with class postings, they'll never have to wonder what happened at school-and they can build upon what was discussed.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Media can be disseminated with ease\u003c/a>: Teachers, students, and parents can post pictures, video, and questions, sharing a dialog and resources on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://www.createdebate.com/debate/show/Facebook_in_the_Classroom\">Group projects can be executed on Facebook\u003c/a>: Students can form groups for class projects, sharing assignments, information, and bringing it all together with trackable involvement.\u003c/li>\n\u003cli>\u003ca href=\"http://www.readinghorizons.com/blog/post/2010/11/19/Facebook-in-the-Classroom.aspx\">Show and tell\u003c/a>: Students may not be able to bring their zoo-worthy python into the classroom, but photos and videos can be shared on Facebook.\u003c/li>\n\u003cli>\u003ca href=\"http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/facebook-classroom-integration-onlin\">Debates can be taken online\u003c/a>: Extend classroom discussions onto Facebook, where students can spend more time in active learning and debate.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Students are more likely to interact with faculty\u003c/a>: Facebook breaks down barriers, making instructors more socially available to students-and making it easier to talk to them.\u003c/li>\n\u003cli>\u003ca href=\"http://wiki.uiowa.edu/display/edtech/How+Social+Network+Sites+Can+Be+Beneficial+In+The+Classroom\">Outsiders can offer their input\u003c/a>: Teachers can easily ask experts to chime in on Facebook pages, sparking a new level of discussion and involvement.\u003c/li>\n\u003cli>\u003ca href=\"http://net.educause.edu/ir/library/pdf/ELI7017.pdf\">Students can learn the importance of creating content\u003c/a>: Instead of simply consuming content, students can create, posting discussions, resources, and more.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Faculty can learn names and faces\u003c/a>: With constant updates and interaction, faculty can use Facebook to better associate names and faces in the classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.facebook.com/pages/Foreign-Language-Learning-A-Community-of-Practice/127786263942020\">Students can interact with others around the world\u003c/a>: Many classrooms use Facebook for foreign language learning, partnering up with students who speak different languages.\u003c/li>\n\u003cli>\u003ca href=\"http://www.sciencedaily.com/releases/2008/05/080512094426.htm\">Facebook can help new students settle in\u003c/a>: Whether it's grade school or college, Facebook is a great tool for helping students get integrated into the social and academic life of a new school.\u003c/li>\n\u003cli>\u003ca href=\"http://www.eyeoneducation.com/Blog/articleType/ArticleView/articleId/129/Engage-Students-through-Classroom-Polling\">You can poll students on Facebook\u003c/a>: Ask questions of your class on Facebook and get easy answers using polling tools on the site.\u003c/li>\n\u003cli>\u003ca href=\"http://www.facebook.com/note.php?note_id=450684132701\">You can get instant feedback\u003c/a>: Find out quickly and easily what students think of an assignment or activity idea.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Students can stay connected anywhere\u003c/a>: Even if they can't make it to class or check Facebook on their home computer, students can use Facebook on their mobile devices to stay updated at all times.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Instructors can better understand the interests of students\u003c/a>: When students make their profile details available, instructors can learn more about a student's major, interests, and background, allowing them to suggest information and topics they'd be interested in.\u003c/li>\n\u003cli>\u003ca href=\"http://kerryhawk02.blogspot.com/2010/04/let-me-start-this-post-out-by-saying.html\">Facebook is full of learning apps\u003c/a>: You can find tons of apps for classroom learning, including mathematical formulas, slideshow applications, class notes, and more.\u003c/li>\n\u003cli>\u003ca href=\"http://ischool.umd.edu/content/facebook-changing-way-faculty-and-students-interact\">Relationships can continue after the course\u003c/a>: Students can ask for recommendation letters, advice for other classes, and more because of Facebook's informal communication.\u003c/li>\n\u003cli>\u003ca href=\"http://www.quintcareers.com/leveraging_social_networks.html\">Students can become established on Facebook\u003c/a>: Using Facebook in the classroom will allow students to start seeing it as a professional tool, and allow them to build a presence on the site.\u003c/li>\n\u003cli>\u003ca href=\"http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/facebook-classroom-integration-onlin#Benefits_of_the_Practice\">Facebook provides an opportunity for collaborative learning\u003c/a>: Bringing the social element of Facebook into collaborative learning helps to encourage the practice and improve student engagement.\u003c/li>\n\u003cli>\u003ca href=\"http://www.sciencedaily.com/releases/2008/06/080620133907.htm\">Students can learn about academic and professional networking opportunities\u003c/a>: By using Facebook, students will be able to discover the opportunities for career focused networking that are available.\u003c/li>\n\u003cli>\u003ca href=\"http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book/resources/pages/facebook-classroom-integration-onlin#Benefits_of_the_Practice\">Faster feedback\u003c/a>: Facebook allows instructors to host extended virtual office hours, with postings and responses available around the clock.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_14266\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14266\" href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/screen-shot-2011-07-27-at-3-52-42-pm/\">\u003cimg class=\"size-medium wp-image-14266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-300x175.png\" alt=\"\" width=\"300\" height=\"175\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Highlighter Application\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this year, Amazon announced that e-books were \u003ca href=\"http://www.nytimes.com/2011/05/20/technology/20amazon.html\">outselling\u003c/a> print books. The statistics echo those from other sources, such as the \u003ca href=\"http://www.publishers.org/press/30/\">Association of American Publishers\u003c/a>, which indicate consumers have a strong interest in digital formats.\u003c/p>\n\u003cp>But when it comes to textbooks, many students say they still \u003ca href=\"http://www.mediabistro.com/ebooknewser/75-of-college-students-prefer-print-textbooks_b4838\">prefer traditional, print copies\u003c/a>. Sure, textbooks are notoriously heavy and expensive. But print still offers one thing that digital books hasn't been able to do quite right yet: Allow the reader to take detailed notes in the margins.\u003c/p>\n\u003cp>But a new company called \u003ca href=\"http://highlighter.com\">Highlighter\u003c/a> hopes to address that problem by offering a way to help publishers enable marginalia, of sorts, on their websites. Highlighter allows readers to leave comments not just at the end of blog posts but throughout. Visitors to websites can also highlight, annotate, save and share passages and comments.\u003c/p>\n\u003cp>While the new tool can be used by any publisher (or more broadly, by anyone with a blog or a website), the startup is focusing a lot of their efforts on encouraging adoption among academics -- both publishers and professors.\u003c/p>\n\u003cp>University of Colorado biology professor Michael Klymkowsky has installed Highlighter on his \u003ca href=\"http://virtuallaboratory.colorado.edu/Biofundamentals/\">Biofundamentals\u003c/a> course website, for example. By doing so, students are able to engage fully with all the materials -- the syllabus as well as the readings. They can leave comments, ask questions, and save and share key passages.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Highlighter also offers analytics for publishers, so in this case, Klymkowsky can see what students are reading, what they're highlighting and sharing -- all metrics to help him gauge their engagement and understanding.\u003c/p>\n\u003cp>\"When we are looking for real subject mastery, it is critical that students have the opportunity to engage the hard and often counterintuitive ideas presented and to articulate and refine their understanding,\" says Klymkowsky. \"The ability to actively comment on the text, respond to questions, and each other's answers, helps them prepare for classroom discussions with their instructors -- helps them get ready for the Socratic process of learning. Unfortunately, this type of engagement is all too rare with 'static' texts and large classes.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Installing Highlighterit requires adding a simple line of JavaScript into the website's HTML. The tool, including the analytics package, is free.\u003c/p>\n\n",
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"order": 9
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"id": "fresh-air",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
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"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
"link": "/podcasts/onourwatch",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
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},
"link": "/radio/program/on-the-media",
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"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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