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"disqusTitle": "Five Reasons Why Video Games Power Up Learning",
"title": "Five Reasons Why Video Games Power Up Learning",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003cimg class=\"size-medium wp-image-12599\" title=\"RodrigoFavera\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/RodrigoFavera-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\n\u003c/p>\u003cp>The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, \"Videogames are bad for you? That's what they said about rock n' roll.\"\u003c/p>\n\u003cp>In retrospect, we know rock 'n roll's influence has gone beyond creating a new kind of music, shaping many other aspects of culture: lifestyles, fashion, attitudes and language. And there is compelling evidence that rock 'n roll may have even helped the civil rights movement.\u003c/p>\n\u003cp>In a similar fashion, videogames have been stigmatized by an older generation (that has largely never played them) as corrupting the moral and cognitive fiber of a generation. At best they can help develop some hand-eye coordination. At worst videogames can turn you into a sociopath.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/aside>\n\u003cp>But from what I've seen in my classroom, videogames aren't bad for you at all. In fact, videogames are powerful tools for learning.\u003c!--more-->\u003c/p>\n\u003ch4>Learning about Middle East Conflict\u003c/h4>\n\u003cp>Take, for example, the game \u003ca href=\"http://www.peacemakergame.com/\">PeaceMaker\u003c/a>, which I've integrated into my 7th grade history classes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PeaceMaker is a simulation of the Palestinian/Israeli conflict. Players play as either the Palestinian president or the Israeli prime minister -- under calm, tense or violent circumstances. Players have to make numerous decisions in the midst and wake of challenging circumstances and events, such as suicide bombings and missile strikes.\u003c/p>\n\u003cp>When the players make decisions they are immediately assessed and converted into polls that show how the Palestinians, Israelis, Arab countries, Europeans, Americans and the United Nations think of their leadership. The goal is to make decisions that walk the middle path and reach peaceful consensus in the form of a two state solution.\u003c/p>\n\u003cp>In the process of the gameplay, players learn to think like politicians and negotiators. The game requires taking a variety of constituencies into consideration when making decisions; otherwise their decisions would be too myopic. To create a peaceful solution requires reconciling polar worldviews, which means having a working knowledge of each extreme and a sense of which series of decisions can chart a middle way that unites both sides of the conflict.\u003c/p>\n\u003ch4>The Learning Principles of Gaming\u003c/h4>\n\u003cp>What makes PeaceMaker, and videogames in general, powerful tools for learning is that a variety of effective learning principles are embedded within the game design. While there is a spectrum of learning principles embedded within good game design, I've distilled the list down to five cornerstones.\u003c/p>\n\u003cp>\u003cstrong>1. Just-in-time learning.\u003c/strong>\u003cbr>\nVideogames give you just enough information that you can usefully apply. You are not given information you'll need for level 8 at level 1, which can often be the case with schools that download files of information that are never applied. Videogames provide doable challenges that are constantly pushing the edge of a player's competence. This is similar to Russian psychologist Lev Vygotsky's \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\">Zone of Proximal Development\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>2. Critical thinking.\u003c/strong>\u003cbr>\nWhen you play videogames you're entering a virtual world with only the vaguest idea of what you are supposed to do. As a result, you need to explore the physics of the game and generate a hypothesis of how to navigate it. And then test it. Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Increased memory retention.\u003c/strong>\u003cbr>\nCognitive science has recently discovered that memory is a residue of thought. So what you think about is what you remember. As videogames make you think, they also hold the potential to increase memory retention.\u003c/p>\n\u003cp>\u003cstrong>4. Emotional interest.\u003c/strong>\u003cbr>\nVideogames are emotionally engaging. Brain research has revealed that emotional interest helps humans learn. Basically, we don't pay attention to boring things. The \u003ca href=\"http://en.wikipedia.org/wiki/Amygdala\">amygdala\u003c/a> is the emotional center of the brain and also the gateway to learning.\u003c/p>\n\u003cp>\u003cstrong>5. We learn best through images.\u003c/strong>\u003cbr>\nVision is our most dominant sense, taking up half of our brain's resources. The more visual input, the more likely it is to be recognized and recalled. Videogames meet this learning principle in spades as interactive visual simulations.\u003c/p>\n\u003ch4>The New Gold Standard of Learning\u003c/h4>\n\u003cp>Videogames are emerging as a new gold standard of learning because they effectively integrate many vital learning principles into their design.\u003c/p>\n\u003cp>Eric Hoffer, the San Francisco longshoreman and philosopher, said that \"in times of change learners inherit the Earth while the learned find themselves equipped to deal with a world that no longer exists.\"\u003c/p>\n\u003cp>We are living in such times of rapid changes, and those who are most adaptive not only survive, but thrive. I believe videogames represent one of many new powerful forms of media that are tailored to our times, and can also be leveraged as a tool for learning that cultivates critical thinking and emotional engagement.\u003c/p>\n\u003cp>Computers and videogames represent the latest possibility of turning swords into plowshares: The first computers were used for code-breaking and calculating ballistic trajectories during World War II. And now, with the right kind of scaffolding, hopefully we can use computers and computer games to connect, collaborate and create a more peaceful world.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "By Aran Levasseur The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, "Videogames are bad for you? That's what they said about rock n' roll." In retrospect, we know rock 'n roll's influence",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003cimg class=\"size-medium wp-image-12599\" title=\"RodrigoFavera\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/RodrigoFavera-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\n\u003c/p>\u003cp>The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, \"Videogames are bad for you? That's what they said about rock n' roll.\"\u003c/p>\n\u003cp>In retrospect, we know rock 'n roll's influence has gone beyond creating a new kind of music, shaping many other aspects of culture: lifestyles, fashion, attitudes and language. And there is compelling evidence that rock 'n roll may have even helped the civil rights movement.\u003c/p>\n\u003cp>In a similar fashion, videogames have been stigmatized by an older generation (that has largely never played them) as corrupting the moral and cognitive fiber of a generation. At best they can help develop some hand-eye coordination. At worst videogames can turn you into a sociopath.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/aside>\n\u003cp>But from what I've seen in my classroom, videogames aren't bad for you at all. In fact, videogames are powerful tools for learning.\u003c!--more-->\u003c/p>\n\u003ch4>Learning about Middle East Conflict\u003c/h4>\n\u003cp>Take, for example, the game \u003ca href=\"http://www.peacemakergame.com/\">PeaceMaker\u003c/a>, which I've integrated into my 7th grade history classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PeaceMaker is a simulation of the Palestinian/Israeli conflict. Players play as either the Palestinian president or the Israeli prime minister -- under calm, tense or violent circumstances. Players have to make numerous decisions in the midst and wake of challenging circumstances and events, such as suicide bombings and missile strikes.\u003c/p>\n\u003cp>When the players make decisions they are immediately assessed and converted into polls that show how the Palestinians, Israelis, Arab countries, Europeans, Americans and the United Nations think of their leadership. The goal is to make decisions that walk the middle path and reach peaceful consensus in the form of a two state solution.\u003c/p>\n\u003cp>In the process of the gameplay, players learn to think like politicians and negotiators. The game requires taking a variety of constituencies into consideration when making decisions; otherwise their decisions would be too myopic. To create a peaceful solution requires reconciling polar worldviews, which means having a working knowledge of each extreme and a sense of which series of decisions can chart a middle way that unites both sides of the conflict.\u003c/p>\n\u003ch4>The Learning Principles of Gaming\u003c/h4>\n\u003cp>What makes PeaceMaker, and videogames in general, powerful tools for learning is that a variety of effective learning principles are embedded within the game design. While there is a spectrum of learning principles embedded within good game design, I've distilled the list down to five cornerstones.\u003c/p>\n\u003cp>\u003cstrong>1. Just-in-time learning.\u003c/strong>\u003cbr>\nVideogames give you just enough information that you can usefully apply. You are not given information you'll need for level 8 at level 1, which can often be the case with schools that download files of information that are never applied. Videogames provide doable challenges that are constantly pushing the edge of a player's competence. This is similar to Russian psychologist Lev Vygotsky's \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\">Zone of Proximal Development\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>2. Critical thinking.\u003c/strong>\u003cbr>\nWhen you play videogames you're entering a virtual world with only the vaguest idea of what you are supposed to do. As a result, you need to explore the physics of the game and generate a hypothesis of how to navigate it. And then test it. Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Increased memory retention.\u003c/strong>\u003cbr>\nCognitive science has recently discovered that memory is a residue of thought. So what you think about is what you remember. As videogames make you think, they also hold the potential to increase memory retention.\u003c/p>\n\u003cp>\u003cstrong>4. Emotional interest.\u003c/strong>\u003cbr>\nVideogames are emotionally engaging. Brain research has revealed that emotional interest helps humans learn. Basically, we don't pay attention to boring things. The \u003ca href=\"http://en.wikipedia.org/wiki/Amygdala\">amygdala\u003c/a> is the emotional center of the brain and also the gateway to learning.\u003c/p>\n\u003cp>\u003cstrong>5. We learn best through images.\u003c/strong>\u003cbr>\nVision is our most dominant sense, taking up half of our brain's resources. The more visual input, the more likely it is to be recognized and recalled. Videogames meet this learning principle in spades as interactive visual simulations.\u003c/p>\n\u003ch4>The New Gold Standard of Learning\u003c/h4>\n\u003cp>Videogames are emerging as a new gold standard of learning because they effectively integrate many vital learning principles into their design.\u003c/p>\n\u003cp>Eric Hoffer, the San Francisco longshoreman and philosopher, said that \"in times of change learners inherit the Earth while the learned find themselves equipped to deal with a world that no longer exists.\"\u003c/p>\n\u003cp>We are living in such times of rapid changes, and those who are most adaptive not only survive, but thrive. I believe videogames represent one of many new powerful forms of media that are tailored to our times, and can also be leveraged as a tool for learning that cultivates critical thinking and emotional engagement.\u003c/p>\n\u003cp>Computers and videogames represent the latest possibility of turning swords into plowshares: The first computers were used for code-breaking and calculating ballistic trajectories during World War II. And now, with the right kind of scaffolding, hopefully we can use computers and computer games to connect, collaborate and create a more peaceful world.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12474\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/indi/4259120807/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12474\" title=\"indi.ca\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/indi.ca_-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In our last post on finding \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">alternatives for the summer slide\u003c/a> (the loss of academic skills and practice during summer months), we focused on math skills. Practicing reading skills is also crucial to maintaining a learning regiment during the summer -- that much more so for low-income kids.\u003c/p>\n\u003cp>\"On average, middle-income students experience slight gains in reading performance over the summer months,\" according to \u003ca href=\"http://www.rif.org/us/literacy-resources/articles/primer-on-summer-reading-loss.htm\">Reading is Fundamental\u003c/a>. \"Low-income students experience an average summer learning loss in reading achievement of more than 2 months.\" This achievement loss is cumulative, accounting for the major gaps in reading levels between income levels once students reach middle and high school -- an up to \u003ca href=\"http://brettberk.com/wp-content/uploads/2009/07/april07asrfeature.pdf\">2 year gap\u003c/a> in some cases.\u003c/p>\n\u003cp>An article in \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-prevent-summer-reading-loss/2011/06/06/AGxmlgKH_blog.html\">The Washington Post\u003c/a> suggested several ways educators can do help, including offering students summer reading lists and distributing books.\u003c!--more-->\u003c/p>\n\u003cp>It's that last piece that's crucial. Despite the emphasis on MindShift around new technologies that will help us learn, let's forget the buzz about e-books and interactive book apps for a minute just to stress the importance of reading in all forms, including from good, old fashioned print. Many schools, \u003ca href=\"http://www.cslpreads.org/\">libraries\u003c/a>, community centers, \u003ca href=\"http://www.scholastic.com/summer/\">publishers\u003c/a> and \u003ca href=\"http://www.barnesandnoble.com/summerreading/index.asp\">bookstores\u003c/a> sponsor reading programs and challenges. For example:\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.scholastic.com/summer/\">Scholastic Summer Challenge\u003c/a> encourages kids to track their minutes, read books, and compete for prizes. Last summer, participants read a total of 52,710,368 minutes, and they're hoping to break the world record this summer\u003c/li>\n\u003cli>\u003ca href=\"http://www.barnesandnoble.com/summerreading/index.asp\">Barnes & Noble\u003c/a> is offering a free book for every 8 that a kid reads.\u003c/li>\n\u003c/ul>\n\u003cp>Educators and parents: what are you doing to help keep kids reading over the summer months?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It isn't just making sure kids can \u003ca href=\"http://teacherleaders.typepad.com/get_in_the_fracas/2011/06/reading8.html\">have their hands on books\u003c/a> (of some sort) for summer reading. There are lots of other hands-on activities that help children keep sharp over the summer vacation. Stay tuned next week for some DIY science and technology project suggestions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12474\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/indi/4259120807/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12474\" title=\"indi.ca\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/indi.ca_-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In our last post on finding \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">alternatives for the summer slide\u003c/a> (the loss of academic skills and practice during summer months), we focused on math skills. Practicing reading skills is also crucial to maintaining a learning regiment during the summer -- that much more so for low-income kids.\u003c/p>\n\u003cp>\"On average, middle-income students experience slight gains in reading performance over the summer months,\" according to \u003ca href=\"http://www.rif.org/us/literacy-resources/articles/primer-on-summer-reading-loss.htm\">Reading is Fundamental\u003c/a>. \"Low-income students experience an average summer learning loss in reading achievement of more than 2 months.\" This achievement loss is cumulative, accounting for the major gaps in reading levels between income levels once students reach middle and high school -- an up to \u003ca href=\"http://brettberk.com/wp-content/uploads/2009/07/april07asrfeature.pdf\">2 year gap\u003c/a> in some cases.\u003c/p>\n\u003cp>An article in \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-prevent-summer-reading-loss/2011/06/06/AGxmlgKH_blog.html\">The Washington Post\u003c/a> suggested several ways educators can do help, including offering students summer reading lists and distributing books.\u003c!--more-->\u003c/p>\n\u003cp>It's that last piece that's crucial. Despite the emphasis on MindShift around new technologies that will help us learn, let's forget the buzz about e-books and interactive book apps for a minute just to stress the importance of reading in all forms, including from good, old fashioned print. Many schools, \u003ca href=\"http://www.cslpreads.org/\">libraries\u003c/a>, community centers, \u003ca href=\"http://www.scholastic.com/summer/\">publishers\u003c/a> and \u003ca href=\"http://www.barnesandnoble.com/summerreading/index.asp\">bookstores\u003c/a> sponsor reading programs and challenges. For example:\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.scholastic.com/summer/\">Scholastic Summer Challenge\u003c/a> encourages kids to track their minutes, read books, and compete for prizes. Last summer, participants read a total of 52,710,368 minutes, and they're hoping to break the world record this summer\u003c/li>\n\u003cli>\u003ca href=\"http://www.barnesandnoble.com/summerreading/index.asp\">Barnes & Noble\u003c/a> is offering a free book for every 8 that a kid reads.\u003c/li>\n\u003c/ul>\n\u003cp>Educators and parents: what are you doing to help keep kids reading over the summer months?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It isn't just making sure kids can \u003ca href=\"http://teacherleaders.typepad.com/get_in_the_fracas/2011/06/reading8.html\">have their hands on books\u003c/a> (of some sort) for summer reading. There are lots of other hands-on activities that help children keep sharp over the summer vacation. Stay tuned next week for some DIY science and technology project suggestions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Six Ways to Use Social Media Tools in Journalism Classes",
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"content": "\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/nathan-gibbs/\">\u003c/a>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/gsfc/5596130734/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/facebook-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>By Nathan Gibbs\n\u003c/p>\u003cp>It's difficult to deny that social media platforms are changing the face of modern communication. Online tools are a growing part of how news is sourced, published, and consumed. The revolutions in Tunisia and Egypt demonstrated the importance of social media literacy for journalists.\u003c/p>\n\u003cp>Yet integrating social media into university classrooms can be a daunting task for many journalism educators. Professors are typically required to use clunky online systems for grading and communicating with students. It's an unpleasant experience for everyone involved. These awkward systems don't inspire creativity, enrich collaboration, or instill a passion for experimentation -- all of which are required to survive and succeed in a rapidly changing media industry.\u003c/p>\n\u003cp>This post will examine a few innovative uses of social media that journalism professors are trying out in the classroom. Not every tool is appropriate for every class, but there are undoubtedly ways in which most instructors can find room for at least some of these ideas.\u003c/p>\n\u003ch4>1. Facebook\u003c/h4>\n\u003cp>Yes, Facebook can play a significant, positive role in the classroom. And no, professors don't have to become \"friends\" with their students to make use of it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Facebook Groups provide a place where students can post ideas, links, and even photos or videos. When one uploads content to a Facebook group, neither the action nor the information shows up on a person's wall. It remains completely within the walls of the group.\u003cbr>\nThe main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c!--more-->\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read this excellent post by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>Facebook Pages are used by news organizations to share stories and even to find sources for stories. Journalism instructor Staci Baird has her students manage San Francisco Beat as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>2. Group Blogs\u003c/h4>\n\u003cp>Blogs are a great way to expose students to online writing and basic web publishing. Students can post assignments for teachers to see, and the overall blog can contribute reporting to the local community.\u003c/p>\n\u003cp>Tumblr has been in the spotlight recently for its rising popularity. It is elegant in its simplicity, standing somewhere between a Twitter feed and a WordPress blog.\u003c/p>\n\u003cp>Mashable community manager and social strategist Vadim Lavrusik uses Tumblr as the primary vehicle for the Social Media Skills for Journalists class he teaches at Columbia University.\u003c/p>\n\u003cp>The main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read \u003ca href=\"http://www.pbs.org/mediashift/2010/10/public-closed-or-secret-how-to-use-the-new-facebook-groups288.html\">this excellent post\u003c/a> by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.facebook.com/pages/create.php\">Facebook Pages\u003c/a>\u003c/strong> are used by news organizations to share stories and even \u003ca href=\"http://modernjournalist.com/2011/01/24/facebook-npr-sourcing-tool/\">to find sources for stories\u003c/a>. Journalism instructor Staci Baird has her students manage \u003ca href=\"http://www.facebook.com/pages/San-Francisco-Beat/131791390198677\">San Francisco Beat\u003c/a> as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>3. WordPress\u003c/h4>\n\u003cp>WordPress is another free blogging platform. There are two ways to set up WordPress blogs. The simplest way is to create an account at \u003cstrong>\u003ca href=\"http://wordpress.com/\">WordPress.com\u003c/a>\u003c/strong>. It's fast and free, but also limited in terms of customizing its look and features.\u003c/p>\n\u003cp>Through \u003cstrong>\u003ca href=\"http://wordpress.org/\">WordPress.org\u003c/a>\u003c/strong>, the source code can be downloaded and installed on any independent web server. This opens the door to extensive customization. Because it's open source, it allows web developers to create a rich library of free plug-ins that enhance the core components. Journalism professor \u003ca href=\"http://twitter.com/webjournalist/status/38290793890459648\">Robert Hernandez recommends\u003c/a> the \u003ca href=\"http://buddypress.org/\">BuddyPress plug-in\u003c/a> to add social and collaborative features. Plug-ins are not available for WordPress.com accounts.\u003c/p>\n\u003cp>Some universities may allow WordPress installations on campus servers, but others have more restrictive IT policies. In this case, teachers may need to pay for a domain name and web hosting to run an independent server. It typically costs around $10 per year to register a domain name; server space to host a blog costs around $5 a month.\u003c/p>\n\u003cp>Hernandez runs his class blogs from a personal web hosting account. Multimedia lecturer \u003ca href=\"http://twitter.com/jrue/status/38130776683982848\">Jeremy Rue\u003c/a> uses the \u003ca href=\"http://wordpress.org/extend/plugins/wp-super-cache/\">WP Super Cache plug-in\u003c/a> to optimize the server load for self-hosted WordPress blogs.\u003c/p>\n\u003ch4>4. Social Curation\u003c/h4>\n\u003cp>As newsmakers engage on Twitter and Facebook, it's important that students know how to collect and annotate these messages. \u003cstrong>\u003ca href=\"http://storify.com/\">Storify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"http://www.curated.by/\">Curated.by\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://keepstream.com/\">Keepstream\u003c/a>\u003c/strong> all allow users to gather and embed social media messages for use in blog posts and articles.\u003c/p>\n\u003cp>As I was gathering ideas for this article, I asked journalism educators on Twitter about their use of these tools in the classroom. I collected their responses \u003ca href=\"http://storify.com/modernjourno/journalism-professors-use-of-emerging-online-tools\">using Storify\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignright\" src=\"http://www.pbs.org/mediashift/110222-storify.jpg\" alt=\"Storify screenshot\" width=\"300\" height=\"174\">\u003c/p>\n\u003cp>While Storify and Keepstream are designed around discrete collections of content, Curated.by is geared more toward ongoing curation.\u003c/p>\n\u003cp>For that reason, I suggest using Curated.by for student coverage of live events or for long-term collaboration. Another useful feature is that it allows multiple contributors to work together on the same collection.\u003c/p>\n\u003cp>Storify does allow users to share accounts as \"editors,\" but I don't recommend this because it gives students full access to edit all content in each other's accounts. The privacy features in Curated.by allow users to limit access to specific projects.\u003c/p>\n\u003ch4>5. Collaborative Writing\u003c/h4>\n\u003cp>\u003cstrong>\u003ca href=\"http://docs.google.com/\">Google Docs\u003c/a>\u003c/strong> allows multiple contributors to write at the same time and track revisions. This service is simple and popular.\u003c/p>\n\u003cp>But beyond Google Docs, a \u003ca href=\"http://bit.ly/bundles/nathangibbs/1\">cluster of collaborative writing apps\u003c/a> may have a more practical use in class. In addition to allowing multiple contributors, they record detailed keystrokes. This means you can replay the entire writing process.\u003c/p>\n\u003cp>As an example, \u003ca href=\"http://ietherpad.com/ep/pad/view/v0B5S9x0OO/rev.0\">I used \u003cstrong>iEtherPad\u003c/strong> to draft this article\u003c/a> (you can watch me write it by pressing play). In math classes, students must show their work. Why not require students to show their writing? (For another example of collaborative writing on iEtherPad, check out \u003ca href=\"http://www.pbs.org/mediashift/2010/12/top-10-media-stories-of-2010-wikileaks-facebook-ipad-mania364.html\">this story\u003c/a> by Mark Glaser on MediaShift.)\u003c/p>\n\u003ch4>6. Mind Mapping\u003c/h4>\n\u003cp>Mind mapping, or structured brainstorming, helps organize ideas based on their relationship to other elements. There are several free mind mapping applications, but one in particular offers a useful feature for the classroom: online collaboration. And like the collaborative writing applications, \u003cstrong>\u003ca href=\"http://www.mindmeister.com/\">Mind Meister\u003c/a>\u003c/strong> records all actions.\u003c/p>\n\u003cp>I used Mind Meister \u003ca href=\"http://modernjournalist.com/2010/08/28/interactive-group-brainstorm-what-is-multimedia-journalism/\">to begin a class\u003c/a> on multimedia journalism. I asked students to define journalism, describe multimedia, and organize how each element related to the others. The mind map tracked the updates as we talked about various definitions. It was fun for them to interact with each other, and it kept them engaged from their workstations rather than watching me write on a whiteboard.\u003c/p>\n\u003ch4>Experimentation\u003c/h4>\n\u003cp>Journalism educators need to lead by example and experiment. It's OK to try something that doesn't work perfectly. No tool is perfect. In six months, the sites mentioned here will inevitably be upgraded with new features. What's important is inspiring students to apply their journalistic curiosity to exploring how new social tools can further their storytelling.\u003c/p>\n\u003cp>If you have experience using social services like these in the classroom, I hope you'll share your perspective in the comments.\u003c/p>\n\u003cp>\u003cem>Nathan Gibbs teaches multimedia journalism as an adjunct instructor for Point Loma Nazarene University and the SDSU Digital and Social Media Collaborative.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "By Nathan Gibbs It's difficult to deny that social media platforms are changing the face of modern communication. Online tools are a growing part of how news is sourced, published, and consumed. The revolutions in Tunisia and Egypt demonstrated the importance of social media literacy for journalists. Yet integrating social media into university classrooms can",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/nathan-gibbs/\">\u003c/a>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/gsfc/5596130734/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/facebook-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>By Nathan Gibbs\n\u003c/p>\u003cp>It's difficult to deny that social media platforms are changing the face of modern communication. Online tools are a growing part of how news is sourced, published, and consumed. The revolutions in Tunisia and Egypt demonstrated the importance of social media literacy for journalists.\u003c/p>\n\u003cp>Yet integrating social media into university classrooms can be a daunting task for many journalism educators. Professors are typically required to use clunky online systems for grading and communicating with students. It's an unpleasant experience for everyone involved. These awkward systems don't inspire creativity, enrich collaboration, or instill a passion for experimentation -- all of which are required to survive and succeed in a rapidly changing media industry.\u003c/p>\n\u003cp>This post will examine a few innovative uses of social media that journalism professors are trying out in the classroom. Not every tool is appropriate for every class, but there are undoubtedly ways in which most instructors can find room for at least some of these ideas.\u003c/p>\n\u003ch4>1. Facebook\u003c/h4>\n\u003cp>Yes, Facebook can play a significant, positive role in the classroom. And no, professors don't have to become \"friends\" with their students to make use of it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Facebook Groups provide a place where students can post ideas, links, and even photos or videos. When one uploads content to a Facebook group, neither the action nor the information shows up on a person's wall. It remains completely within the walls of the group.\u003cbr>\nThe main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c!--more-->\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read this excellent post by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>Facebook Pages are used by news organizations to share stories and even to find sources for stories. Journalism instructor Staci Baird has her students manage San Francisco Beat as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>2. Group Blogs\u003c/h4>\n\u003cp>Blogs are a great way to expose students to online writing and basic web publishing. Students can post assignments for teachers to see, and the overall blog can contribute reporting to the local community.\u003c/p>\n\u003cp>Tumblr has been in the spotlight recently for its rising popularity. It is elegant in its simplicity, standing somewhere between a Twitter feed and a WordPress blog.\u003c/p>\n\u003cp>Mashable community manager and social strategist Vadim Lavrusik uses Tumblr as the primary vehicle for the Social Media Skills for Journalists class he teaches at Columbia University.\u003c/p>\n\u003cp>The main reason to use a Facebook group is that students are already there. They don't have to remember another log-in or remember to go visit \"the class forum.\" It fits seamlessly into their lives. It takes very little effort to click \"like\" or add a comment to a classmate's idea. This fact alone encourages more interaction than other platforms.\u003c/p>\n\u003cp>Groups come in three varieties: open, closed or secret. \"Open\" groups are public, \"closed\" groups keep content private but allow others to see its list of members, and \"secret\" won't show up anywhere.\u003c/p>\n\u003cp>I recommend \"closed\" groups for classes. This gives students a private space to speak and makes it easy for others to join. Simply send a link to a closed group and others can request to join. (For more on Facebook Groups, read \u003ca href=\"http://www.pbs.org/mediashift/2010/10/public-closed-or-secret-how-to-use-the-new-facebook-groups288.html\">this excellent post\u003c/a> by Jen Lee Reeves, who teaches at the University of Missouri.)\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.facebook.com/pages/create.php\">Facebook Pages\u003c/a>\u003c/strong> are used by news organizations to share stories and even \u003ca href=\"http://modernjournalist.com/2011/01/24/facebook-npr-sourcing-tool/\">to find sources for stories\u003c/a>. Journalism instructor Staci Baird has her students manage \u003ca href=\"http://www.facebook.com/pages/San-Francisco-Beat/131791390198677\">San Francisco Beat\u003c/a> as part of the Digital News Gathering class at San Francisco State University.\u003c/p>\n\u003cp>\"I want my students to get used to trying new things, thinking outside the box,\" she said. Other benefits Baird cited included \"real-world experience\" and thinking of Facebook in professional terms.\u003c/p>\n\u003cp>After you create a Page, you can add students as admins by entering their email addresses. This gets around having to add students as friends in order to invite them to participate.\u003c/p>\n\u003ch4>3. WordPress\u003c/h4>\n\u003cp>WordPress is another free blogging platform. There are two ways to set up WordPress blogs. The simplest way is to create an account at \u003cstrong>\u003ca href=\"http://wordpress.com/\">WordPress.com\u003c/a>\u003c/strong>. It's fast and free, but also limited in terms of customizing its look and features.\u003c/p>\n\u003cp>Through \u003cstrong>\u003ca href=\"http://wordpress.org/\">WordPress.org\u003c/a>\u003c/strong>, the source code can be downloaded and installed on any independent web server. This opens the door to extensive customization. Because it's open source, it allows web developers to create a rich library of free plug-ins that enhance the core components. Journalism professor \u003ca href=\"http://twitter.com/webjournalist/status/38290793890459648\">Robert Hernandez recommends\u003c/a> the \u003ca href=\"http://buddypress.org/\">BuddyPress plug-in\u003c/a> to add social and collaborative features. Plug-ins are not available for WordPress.com accounts.\u003c/p>\n\u003cp>Some universities may allow WordPress installations on campus servers, but others have more restrictive IT policies. In this case, teachers may need to pay for a domain name and web hosting to run an independent server. It typically costs around $10 per year to register a domain name; server space to host a blog costs around $5 a month.\u003c/p>\n\u003cp>Hernandez runs his class blogs from a personal web hosting account. Multimedia lecturer \u003ca href=\"http://twitter.com/jrue/status/38130776683982848\">Jeremy Rue\u003c/a> uses the \u003ca href=\"http://wordpress.org/extend/plugins/wp-super-cache/\">WP Super Cache plug-in\u003c/a> to optimize the server load for self-hosted WordPress blogs.\u003c/p>\n\u003ch4>4. Social Curation\u003c/h4>\n\u003cp>As newsmakers engage on Twitter and Facebook, it's important that students know how to collect and annotate these messages. \u003cstrong>\u003ca href=\"http://storify.com/\">Storify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"http://www.curated.by/\">Curated.by\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://keepstream.com/\">Keepstream\u003c/a>\u003c/strong> all allow users to gather and embed social media messages for use in blog posts and articles.\u003c/p>\n\u003cp>As I was gathering ideas for this article, I asked journalism educators on Twitter about their use of these tools in the classroom. I collected their responses \u003ca href=\"http://storify.com/modernjourno/journalism-professors-use-of-emerging-online-tools\">using Storify\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignright\" src=\"http://www.pbs.org/mediashift/110222-storify.jpg\" alt=\"Storify screenshot\" width=\"300\" height=\"174\">\u003c/p>\n\u003cp>While Storify and Keepstream are designed around discrete collections of content, Curated.by is geared more toward ongoing curation.\u003c/p>\n\u003cp>For that reason, I suggest using Curated.by for student coverage of live events or for long-term collaboration. Another useful feature is that it allows multiple contributors to work together on the same collection.\u003c/p>\n\u003cp>Storify does allow users to share accounts as \"editors,\" but I don't recommend this because it gives students full access to edit all content in each other's accounts. The privacy features in Curated.by allow users to limit access to specific projects.\u003c/p>\n\u003ch4>5. Collaborative Writing\u003c/h4>\n\u003cp>\u003cstrong>\u003ca href=\"http://docs.google.com/\">Google Docs\u003c/a>\u003c/strong> allows multiple contributors to write at the same time and track revisions. This service is simple and popular.\u003c/p>\n\u003cp>But beyond Google Docs, a \u003ca href=\"http://bit.ly/bundles/nathangibbs/1\">cluster of collaborative writing apps\u003c/a> may have a more practical use in class. In addition to allowing multiple contributors, they record detailed keystrokes. This means you can replay the entire writing process.\u003c/p>\n\u003cp>As an example, \u003ca href=\"http://ietherpad.com/ep/pad/view/v0B5S9x0OO/rev.0\">I used \u003cstrong>iEtherPad\u003c/strong> to draft this article\u003c/a> (you can watch me write it by pressing play). In math classes, students must show their work. Why not require students to show their writing? (For another example of collaborative writing on iEtherPad, check out \u003ca href=\"http://www.pbs.org/mediashift/2010/12/top-10-media-stories-of-2010-wikileaks-facebook-ipad-mania364.html\">this story\u003c/a> by Mark Glaser on MediaShift.)\u003c/p>\n\u003ch4>6. Mind Mapping\u003c/h4>\n\u003cp>Mind mapping, or structured brainstorming, helps organize ideas based on their relationship to other elements. There are several free mind mapping applications, but one in particular offers a useful feature for the classroom: online collaboration. And like the collaborative writing applications, \u003cstrong>\u003ca href=\"http://www.mindmeister.com/\">Mind Meister\u003c/a>\u003c/strong> records all actions.\u003c/p>\n\u003cp>I used Mind Meister \u003ca href=\"http://modernjournalist.com/2010/08/28/interactive-group-brainstorm-what-is-multimedia-journalism/\">to begin a class\u003c/a> on multimedia journalism. I asked students to define journalism, describe multimedia, and organize how each element related to the others. The mind map tracked the updates as we talked about various definitions. It was fun for them to interact with each other, and it kept them engaged from their workstations rather than watching me write on a whiteboard.\u003c/p>\n\u003ch4>Experimentation\u003c/h4>\n\u003cp>Journalism educators need to lead by example and experiment. It's OK to try something that doesn't work perfectly. No tool is perfect. In six months, the sites mentioned here will inevitably be upgraded with new features. What's important is inspiring students to apply their journalistic curiosity to exploring how new social tools can further their storytelling.\u003c/p>\n\u003cp>If you have experience using social services like these in the classroom, I hope you'll share your perspective in the comments.\u003c/p>\n\u003cp>\u003cem>Nathan Gibbs teaches multimedia journalism as an adjunct instructor for Point Loma Nazarene University and the SDSU Digital and Social Media Collaborative.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-12194\" href=\"http://ww2.kqed.org/mindshift/2011/06/putting-21st-century-skills-to-action/muir-ceardach1/\">\u003cimg class=\"size-medium wp-image-12194\" title=\"muir.ceardach1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/muir.ceardach1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What do educators mean when they talk about 21st century skills? If they're referring to things like collaboration, resourcefulness, smart use of technology, and problem-solving, here's \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">strong evidence\u003c/a> showing how these skills are becoming a natural part of students' daily lives. Sharon Noguchi \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">writes\u003c/a> in the San Jose Mercury News about the changes student activists in the Bay Area are making in their own schools.\u003c/p>\n\u003cp>\u003cstrong>Exhibit A\u003c/strong>: An eighth-grade class at Renaissance Academy that's on a mission to bring updated technology to its school. They tested all different kinds of gadgets to figure out what they need, sent out newsletters, applied and received a grant, wrote to elected officials, and created a site on Donors Choose to \u003ca href=\"http://www.donorschoose.org/donors/search.html?zone=402&community=1918:3&school=29282\">raise enough money \u003c/a>to buy tech tools for the class. They've still got $1,700 to go, but they're making progress -- and they'll keep the effort going despite the fact that they're graduating this year.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students can see how much power they have in making an impact in their own lives.\u003c/aside>\n\u003cp>\u003cstrong>Exhibit B: \u003c/strong>One junior took it upon himself to include students' voices in changing the school-year calendar. He took a comprehensive survey and presented the results to the school board, influencing one of the trustees to vote for the students' choice.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Exhibit C: \u003c/strong>A 13-year-old created a Facebook page to lobby to keep three of his teachers who'd been pink-slipped. He also emailed the school district's superintendent -- twice -- to let his opinions be known. The outcome? Two of the three teachers' layoff notices were rescinded.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These accounts of student empowerment and savvy exemplify what we mean when we refer to 21st century skills, and why they're so important. Students can see how much power they have in making an impact in their own lives.\u003c/p>\n\u003cp>What does that take on the part of the educator?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It required a lot of giving up control,\" said the Renaissance Academy teacher. \"Everything has been student done.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-12194\" href=\"http://ww2.kqed.org/mindshift/2011/06/putting-21st-century-skills-to-action/muir-ceardach1/\">\u003cimg class=\"size-medium wp-image-12194\" title=\"muir.ceardach1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/muir.ceardach1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What do educators mean when they talk about 21st century skills? If they're referring to things like collaboration, resourcefulness, smart use of technology, and problem-solving, here's \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">strong evidence\u003c/a> showing how these skills are becoming a natural part of students' daily lives. Sharon Noguchi \u003ca href=\"http://www.mercurynews.com/peninsula/ci_18176768?nclick_check=1\">writes\u003c/a> in the San Jose Mercury News about the changes student activists in the Bay Area are making in their own schools.\u003c/p>\n\u003cp>\u003cstrong>Exhibit A\u003c/strong>: An eighth-grade class at Renaissance Academy that's on a mission to bring updated technology to its school. They tested all different kinds of gadgets to figure out what they need, sent out newsletters, applied and received a grant, wrote to elected officials, and created a site on Donors Choose to \u003ca href=\"http://www.donorschoose.org/donors/search.html?zone=402&community=1918:3&school=29282\">raise enough money \u003c/a>to buy tech tools for the class. They've still got $1,700 to go, but they're making progress -- and they'll keep the effort going despite the fact that they're graduating this year.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students can see how much power they have in making an impact in their own lives.\u003c/aside>\n\u003cp>\u003cstrong>Exhibit B: \u003c/strong>One junior took it upon himself to include students' voices in changing the school-year calendar. He took a comprehensive survey and presented the results to the school board, influencing one of the trustees to vote for the students' choice.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Exhibit C: \u003c/strong>A 13-year-old created a Facebook page to lobby to keep three of his teachers who'd been pink-slipped. He also emailed the school district's superintendent -- twice -- to let his opinions be known. The outcome? Two of the three teachers' layoff notices were rescinded.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These accounts of student empowerment and savvy exemplify what we mean when we refer to 21st century skills, and why they're so important. Students can see how much power they have in making an impact in their own lives.\u003c/p>\n\u003cp>What does that take on the part of the educator?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It required a lot of giving up control,\" said the Renaissance Academy teacher. \"Everything has been student done.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12026\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12026\" title=\"DesignThinking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/DesignThinking1-300x155.png\" alt=\"\" width=\"300\" height=\"155\">\u003cfigcaption class=\"wp-caption-text\">Teacher Karen Fierst tries out design thinking.\u003c/figcaption>\u003c/figure>\n\u003cp>What do a designer and teacher have in common? Turns out there are a lot of similarities.\u003c/p>\n\u003cp>\"Teachers design everyday. They structure all kinds of solutions,\" says Sandy Speicher from seminal design firm Ideo. \"At any given moment, they’re designing a response to a student and how they bring out content in different ways so kids can understand it if they’re struggling. All of these are design decisions.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This is about making what you already do more enjoyable and more effective.\"\u003c/aside>\n\u003cp>It's just a much a matter of how they perceive themselves. When Speicher explains her idea to teachers, she says \"there’s this 'Aha,' this shift to realizing that they do the have power of changing the situation in front of them.\"\u003c/p>\n\u003cp>With the help of on-the-ground teachers, Speicher and her design colleagues at Ideo have come up with a \u003ca href=\"http://www.designthinkingforeducators.com/\">toolkit, \u003c/a>\u003ca href=\"http://www.designthinkingforeducators.com/\">and an entire website called Design Thinking for Educators\u003c/a> devoted to explaining how to use it, to help educators build the design process into their day.\u003c!--more-->\u003c/p>\n\u003cp>The toolkit is meant to create a set of processes and methods used by professional designers that's been rewritten in the context of education and the school environment. Speicher hopes teachers who use the toolkit will eventually default to this way of design thinking for any situation that comes up -- in or out of the class.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's what that looks like (excerpted from \u003ca href=\"http://www.designthinkingforeducators.com/\">Design Thinking For Educators\u003c/a>.)\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>DISCOVERY\u003c/strong>. I have a challenge. How do I approach it? Creating meaningful solutions for people begins with a deep understanding for their needs.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>INTERPRETATION\u003c/strong>. I learned something. How do I interpret it? It involves storytelling, sorting and condensing thoughts, until a compelling point of view and clear direction for ideation emerge.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>IDEATION. \u003c/strong>I see an opportunity. What do I create? With careful preparation and a set of rules to follow, a brainstorm session can yield hundreds of fresh ideas.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>EXPERIMENTATION. \u003c/strong>Building prototypes means making ideas tangible, learning while building them, and sharing them with other people.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>EVOLUTION. \u003c/strong>This involves planning next steps, communicating the idea to people who can help realize it, and documenting the process.\u003c/li>\n\u003c/ul>\n\u003cp>Who has time to build design thinking into the day, not to mention rewire the way they think about their jobs? For those who already feel overwhelmed by the long list of to-dos, Speicher says investing time on the front end behooves teachers in different ways.\u003c/p>\n\u003cp>\"This is about making what you already do more enjoyable and more effective,\" she says. \"It's not the only answer, it’s an invitation by which you can approach things that come to you.\"\u003c/p>\n\u003cp>Speicher says the teachers she's worked with say the design process has made them feel refreshed, happy, and engaged as teachers. \"Teachers are hungry for resources that inspire them,\" she says.\u003c/p>\n\u003cp>Karen Fierst, a K-5 learning specialist at \u003ca href=\"http://www.riverdale.edu/\">Riverdale Country School\u003c/a>, an independent school in the Bronx in New York, helped Ideo finesse the details of the toolkit and says she's used it a few times at her school already. She and her colleagues have applied design thinking to the process of updating the school's ethics and culture code. They've also used it to plan strategies in welcoming the new head of lower school.\u003c/p>\n\u003cp>\"It's been really useful in guiding us,\" Fierst says. \"It moves things along in a way that’s really productive. On one hand, it’s a long process you're committing to, but it promises an outcome with a timeline.\"\u003c/p>\n\u003cp>Teachers really do want to do well, they really want to be serving stuents, create great stuff. Often they want to do it in collbaoraiton with others. But structure gets in the way.\u003c/p>\n\u003cp>Watch how another incorporated design thinking into the physical design of his classroom -- based on his students' input.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/22548195\">Michael\u003c/a> from \u003ca href=\"http://vimeo.com/dtfe\">Design Thinking for Educators\u003c/a> on \u003ca href=\"http://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12026\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12026\" title=\"DesignThinking\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/DesignThinking1-300x155.png\" alt=\"\" width=\"300\" height=\"155\">\u003cfigcaption class=\"wp-caption-text\">Teacher Karen Fierst tries out design thinking.\u003c/figcaption>\u003c/figure>\n\u003cp>What do a designer and teacher have in common? Turns out there are a lot of similarities.\u003c/p>\n\u003cp>\"Teachers design everyday. They structure all kinds of solutions,\" says Sandy Speicher from seminal design firm Ideo. \"At any given moment, they’re designing a response to a student and how they bring out content in different ways so kids can understand it if they’re struggling. All of these are design decisions.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This is about making what you already do more enjoyable and more effective.\"\u003c/aside>\n\u003cp>It's just a much a matter of how they perceive themselves. When Speicher explains her idea to teachers, she says \"there’s this 'Aha,' this shift to realizing that they do the have power of changing the situation in front of them.\"\u003c/p>\n\u003cp>With the help of on-the-ground teachers, Speicher and her design colleagues at Ideo have come up with a \u003ca href=\"http://www.designthinkingforeducators.com/\">toolkit, \u003c/a>\u003ca href=\"http://www.designthinkingforeducators.com/\">and an entire website called Design Thinking for Educators\u003c/a> devoted to explaining how to use it, to help educators build the design process into their day.\u003c!--more-->\u003c/p>\n\u003cp>The toolkit is meant to create a set of processes and methods used by professional designers that's been rewritten in the context of education and the school environment. Speicher hopes teachers who use the toolkit will eventually default to this way of design thinking for any situation that comes up -- in or out of the class.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here's what that looks like (excerpted from \u003ca href=\"http://www.designthinkingforeducators.com/\">Design Thinking For Educators\u003c/a>.)\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>DISCOVERY\u003c/strong>. I have a challenge. How do I approach it? Creating meaningful solutions for people begins with a deep understanding for their needs.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>INTERPRETATION\u003c/strong>. I learned something. How do I interpret it? It involves storytelling, sorting and condensing thoughts, until a compelling point of view and clear direction for ideation emerge.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>IDEATION. \u003c/strong>I see an opportunity. What do I create? With careful preparation and a set of rules to follow, a brainstorm session can yield hundreds of fresh ideas.\u003c/li>\n\u003cli>\n\u003cdiv id=\"icon\">\n\u003cdiv id=\"process_header\">\u003cstrong>EXPERIMENTATION. \u003c/strong>Building prototypes means making ideas tangible, learning while building them, and sharing them with other people.\u003c/div>\n\u003c/div>\n\u003c/li>\n\u003cli>\u003cstrong>EVOLUTION. \u003c/strong>This involves planning next steps, communicating the idea to people who can help realize it, and documenting the process.\u003c/li>\n\u003c/ul>\n\u003cp>Who has time to build design thinking into the day, not to mention rewire the way they think about their jobs? For those who already feel overwhelmed by the long list of to-dos, Speicher says investing time on the front end behooves teachers in different ways.\u003c/p>\n\u003cp>\"This is about making what you already do more enjoyable and more effective,\" she says. \"It's not the only answer, it’s an invitation by which you can approach things that come to you.\"\u003c/p>\n\u003cp>Speicher says the teachers she's worked with say the design process has made them feel refreshed, happy, and engaged as teachers. \"Teachers are hungry for resources that inspire them,\" she says.\u003c/p>\n\u003cp>Karen Fierst, a K-5 learning specialist at \u003ca href=\"http://www.riverdale.edu/\">Riverdale Country School\u003c/a>, an independent school in the Bronx in New York, helped Ideo finesse the details of the toolkit and says she's used it a few times at her school already. She and her colleagues have applied design thinking to the process of updating the school's ethics and culture code. They've also used it to plan strategies in welcoming the new head of lower school.\u003c/p>\n\u003cp>\"It's been really useful in guiding us,\" Fierst says. \"It moves things along in a way that’s really productive. On one hand, it’s a long process you're committing to, but it promises an outcome with a timeline.\"\u003c/p>\n\u003cp>Teachers really do want to do well, they really want to be serving stuents, create great stuff. Often they want to do it in collbaoraiton with others. But structure gets in the way.\u003c/p>\n\u003cp>Watch how another incorporated design thinking into the physical design of his classroom -- based on his students' input.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/22548195\">Michael\u003c/a> from \u003ca href=\"http://vimeo.com/dtfe\">Design Thinking for Educators\u003c/a> on \u003ca href=\"http://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11979\" href=\"http://ww2.kqed.org/mindshift/2011/05/5-surprising-perspectives-online-schools/10_11-15_newtech_0134-3/\">\u003cimg class=\"size-medium wp-image-11979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/10_11.15_newtech_01341-300x211.jpg\" alt=\"\" width=\"300\" height=\"211\">\u003c/a>\u003c/p>\n\u003cp>Most people think of online learning as a quiet, solitary experience. But over the past few months, after interviewing students, parents, and educators, a different sort of picture has emerged. We've learned about who \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/whos-best-suited-to-teach-and-learn-in-virtual-schools/\">teaches\u003c/a> and\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\"> learns online\u003c/a>, and why, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">what works and what doesn't\u003c/a>, and perhaps most importantly, whether online learning \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/online-learning-its-complicated/\">affords the same quality of education\u003c/a> as that of traditional schools.\u003c/p>\n\u003cp>I spoke with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/online-learning-its-complicated/\" target=\"_blank\">Apex Learning CEO Cheryl Vedoe\u003c/a>, one of the leading online curriculum providers to traditional and virtual schools; \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/whos-best-suited-to-teach-and-learn-in-virtual-schools/\" target=\"_blank\">Maureen Cottrell\u003c/a>, a science teacher at iHigh Virtual Academy in San Diego, California; \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">Rian Meadows\u003c/a>, an economics instructor at Florida Virtual School; \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\" target=\"_blank\">Patti Joubert\u003c/a>, the mother of two full-time Florida Virtual School students; and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-day-in-the-life-of-a-virtual-school-student/\" target=\"_blank\">Carylanne and Christiane Joubert\u003c/a>, her two daughters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It takes down a lot of barriers that kids have to asking questions in class.\"\u003c/aside>\n\u003cp>As with most issues in education, nothing is black and white. There are many different kinds of learners and teachers, and while virtual education may be a revelation for some, it would never work for others.\u003c/p>\n\u003cp>It's true that Skyping and instant-messaging can't replace the face-to-face experience -- and for those who need the social interaction -- both teachers and students -- virtual schools would be difficult. \"The high school experience in which you’re socializing with your peers or doing sports after school is important. There are a lot of teachers who would hate to use Skype all the time; they’d prefer being in the classroom. They would hate my job,\" said Cottrell, a science teacher at iHigh Virtual Academy. \"I think you have to be a certain personality type and have a certain mindset to be a virtual teacher and still ensure student success.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That said, here are five surprising perspectives you might not have associated with online learning.\u003c/p>\n\u003cp>\u003cstrong>1. Students get \u003cem>more\u003c/em> one-on-one interaction with teachers, not less.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"Students still talk with their teachers; you might even say they talk more. When I was in school, you didn’t have many one-on-one conversations with your teachers. Your teachers spoke \u003cem>to\u003c/em> you, they didn’t speak \u003cem>with\u003c/em> you. Here, they do oral exams, they talk with the kids, they really get to know each student.\" -- \u003cem>Patti Joubert, parent of Florida Virtual School students\u003c!--more-->\u003c/em>\u003c/li>\n\u003cli>\"If you have an issue, if you’re not quite getting something, you can email or text your teacher. I get a call from one of my teachers at least once a week asking if I’m doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\" -- \u003cem>Christianne Joubert, 13, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"The one-on-one interaction with students is key. My students will say, ‘You’re there to help me when I need it!’ It takes down a lot of barriers that kids have to asking questions in class.\" -- \u003cem>Rian Meadows, economics instructor, Florida Virtual School.\u003c/em>\u003cstrong> \u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>2. Online courses are not necessarily easier than traditional courses.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"Many students get into our system and find that they didn’t know how difficult it was going to be. I think the virtual world does make your life easier in a lot of ways. But it doesn’t make education easier. You’re not going to learn more easily or teach more easily; it’s just different.\" -- \u003cem>Maureen Cottrell, science teacher, iHigh Virtual Academy\u003c/em>\u003c/li>\n\u003cli>\"Our courses are often viewed as \u003cem>too\u003c/em> rigorous by the schools. One of the things the \u003cem>New York Times\u003c/em> article pointed to was that the student wasn’t required to a read a work of literature. We do require that, but school districts don’t always choose to implement the entire curriculum.\" -- \u003cem>Cheryl Vedoe, CEO of Apex Learning\u003c/em>\u003c/li>\n\u003cli>\"Most of the assignments are essays and take hours to do,\" -- \u003cem>commenter and student of FLVS.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>3. Online learning \u003c/strong>\u003cstrong>could work for unmotivated students, as well as\u003c/strong>\u003cstrong> for those who are self-disciplined\u003c/strong>\u003cstrong>.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"People always say, ‘It has to be for the highly motivated.’ No. That is our job as teachers. I don’t care if you’re a virtual or a brick-and-mortar teacher. We all have to help motivate our students across the board to be an effective instructor. Parents of children with learning disabilities will say, ‘How will my child be able to fit in?’ But often, if a child has an \u003ca href=\"http://kidshealth.org/parent/growth/learning/iep.html\" target=\"_blank\">Individualized Education Program (IEP)\u003c/a>, most of what it might say we already do here, such as allowing unlimited time on tests or letting kids redo assignments.\" -- \u003cem>Rian Meadows, economics instructor, Florida Virtual School\u003c/em>\u003c/li>\n\u003cli>\"Whenever I meet another kid my age, I always recommend it as another way to do school. Especially for kids who don’t have an easy time with homework or with school.\" -- \u003cem>Christianne Joubert, 13, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"Credit recovery is not new, but in the past the only option schools had was to have the student repeat the course. This was typically unsuccessful. If they failed it the first time, they might fail it the second time using that model. But they might succeed in a different model. Students can go quickly through the material and only take time when they need to work on specific skills.\" -- \u003cem>Cheryl Vedoe, CEO of Apex Learning\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>4. Online learning can create a lot more free time for extracurricular activities.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"I get to travel at whatever pace I want to. If I’m having a bad week, or a bad day with my diabetes, it doesn’t matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. And with more time on our hands, it’s easier to do other activities like volunteering or Girl Scouts or other clubs.\" --\u003cem> Carylanne Joubert, 14, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"By having this type of learning, we are able to still have a family life. We have the ability to travel when we want to and choose our time. You can’t do that in traditional schools.\" --\u003cem> Patti Joubert, parent of Florida Virtual School students\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>5. Students can learn how to work cooperatively even without face-to-face interaction. \u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"In all the courses they’ve taken so far, they’ve had assignments where they pair up with another student and do a project together. It’s a good experience — they’re learning how to overcome the challenges of working with someone else and to interact with other kids. Just because you don’t 'see' someone doesn’t mean you’re not interacting.\" -- \u003cem>Patti Joubert, parent of Florida Virtual School students\u003c/em>\u003c/li>\n\u003cli>\"I’m in the newspaper club at FLVS. I’m able to have my voice heard and get across what I think is important. We have online meetings every Tuesday through \u003ca href=\"http://www.elluminate.com/Products/Elluminate_Learning_Suite/Elluminate_Live%21/?id=79\" target=\"_blank\">Eluminate Live\u003c/a>. It’s just like every other school newspaper, we’re just online.\" -- \u003cem>Christianne Joubert, 13, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"We have great phone conversations and discussion-based assessments. The students connect with one another, too. We have discussion groups where students post something and other students will post back; plus, they do a lot of collaborative projects and group work.\" -- \u003cem>Rian Meadows, economics instructor, Florida Virtual School\u003c/em>\u003c/li>\n\u003c/ul>\n\n",
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"description": "Most people think of online learning as a quiet, solitary experience. But over the past few months, after interviewing students, parents, and educators, a different sort of picture has emerged. We've learned about who teaches and learns online, and why, what works and what doesn't, and perhaps most importantly, whether online learning affords the same",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11979\" href=\"http://ww2.kqed.org/mindshift/2011/05/5-surprising-perspectives-online-schools/10_11-15_newtech_0134-3/\">\u003cimg class=\"size-medium wp-image-11979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/10_11.15_newtech_01341-300x211.jpg\" alt=\"\" width=\"300\" height=\"211\">\u003c/a>\u003c/p>\n\u003cp>Most people think of online learning as a quiet, solitary experience. But over the past few months, after interviewing students, parents, and educators, a different sort of picture has emerged. We've learned about who \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/whos-best-suited-to-teach-and-learn-in-virtual-schools/\">teaches\u003c/a> and\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\"> learns online\u003c/a>, and why, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">what works and what doesn't\u003c/a>, and perhaps most importantly, whether online learning \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/online-learning-its-complicated/\">affords the same quality of education\u003c/a> as that of traditional schools.\u003c/p>\n\u003cp>I spoke with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/online-learning-its-complicated/\" target=\"_blank\">Apex Learning CEO Cheryl Vedoe\u003c/a>, one of the leading online curriculum providers to traditional and virtual schools; \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/whos-best-suited-to-teach-and-learn-in-virtual-schools/\" target=\"_blank\">Maureen Cottrell\u003c/a>, a science teacher at iHigh Virtual Academy in San Diego, California; \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">Rian Meadows\u003c/a>, an economics instructor at Florida Virtual School; \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\" target=\"_blank\">Patti Joubert\u003c/a>, the mother of two full-time Florida Virtual School students; and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-day-in-the-life-of-a-virtual-school-student/\" target=\"_blank\">Carylanne and Christiane Joubert\u003c/a>, her two daughters.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It takes down a lot of barriers that kids have to asking questions in class.\"\u003c/aside>\n\u003cp>As with most issues in education, nothing is black and white. There are many different kinds of learners and teachers, and while virtual education may be a revelation for some, it would never work for others.\u003c/p>\n\u003cp>It's true that Skyping and instant-messaging can't replace the face-to-face experience -- and for those who need the social interaction -- both teachers and students -- virtual schools would be difficult. \"The high school experience in which you’re socializing with your peers or doing sports after school is important. There are a lot of teachers who would hate to use Skype all the time; they’d prefer being in the classroom. They would hate my job,\" said Cottrell, a science teacher at iHigh Virtual Academy. \"I think you have to be a certain personality type and have a certain mindset to be a virtual teacher and still ensure student success.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That said, here are five surprising perspectives you might not have associated with online learning.\u003c/p>\n\u003cp>\u003cstrong>1. Students get \u003cem>more\u003c/em> one-on-one interaction with teachers, not less.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"Students still talk with their teachers; you might even say they talk more. When I was in school, you didn’t have many one-on-one conversations with your teachers. Your teachers spoke \u003cem>to\u003c/em> you, they didn’t speak \u003cem>with\u003c/em> you. Here, they do oral exams, they talk with the kids, they really get to know each student.\" -- \u003cem>Patti Joubert, parent of Florida Virtual School students\u003c!--more-->\u003c/em>\u003c/li>\n\u003cli>\"If you have an issue, if you’re not quite getting something, you can email or text your teacher. I get a call from one of my teachers at least once a week asking if I’m doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\" -- \u003cem>Christianne Joubert, 13, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"The one-on-one interaction with students is key. My students will say, ‘You’re there to help me when I need it!’ It takes down a lot of barriers that kids have to asking questions in class.\" -- \u003cem>Rian Meadows, economics instructor, Florida Virtual School.\u003c/em>\u003cstrong> \u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>2. Online courses are not necessarily easier than traditional courses.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"Many students get into our system and find that they didn’t know how difficult it was going to be. I think the virtual world does make your life easier in a lot of ways. But it doesn’t make education easier. You’re not going to learn more easily or teach more easily; it’s just different.\" -- \u003cem>Maureen Cottrell, science teacher, iHigh Virtual Academy\u003c/em>\u003c/li>\n\u003cli>\"Our courses are often viewed as \u003cem>too\u003c/em> rigorous by the schools. One of the things the \u003cem>New York Times\u003c/em> article pointed to was that the student wasn’t required to a read a work of literature. We do require that, but school districts don’t always choose to implement the entire curriculum.\" -- \u003cem>Cheryl Vedoe, CEO of Apex Learning\u003c/em>\u003c/li>\n\u003cli>\"Most of the assignments are essays and take hours to do,\" -- \u003cem>commenter and student of FLVS.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>3. Online learning \u003c/strong>\u003cstrong>could work for unmotivated students, as well as\u003c/strong>\u003cstrong> for those who are self-disciplined\u003c/strong>\u003cstrong>.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"People always say, ‘It has to be for the highly motivated.’ No. That is our job as teachers. I don’t care if you’re a virtual or a brick-and-mortar teacher. We all have to help motivate our students across the board to be an effective instructor. Parents of children with learning disabilities will say, ‘How will my child be able to fit in?’ But often, if a child has an \u003ca href=\"http://kidshealth.org/parent/growth/learning/iep.html\" target=\"_blank\">Individualized Education Program (IEP)\u003c/a>, most of what it might say we already do here, such as allowing unlimited time on tests or letting kids redo assignments.\" -- \u003cem>Rian Meadows, economics instructor, Florida Virtual School\u003c/em>\u003c/li>\n\u003cli>\"Whenever I meet another kid my age, I always recommend it as another way to do school. Especially for kids who don’t have an easy time with homework or with school.\" -- \u003cem>Christianne Joubert, 13, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"Credit recovery is not new, but in the past the only option schools had was to have the student repeat the course. This was typically unsuccessful. If they failed it the first time, they might fail it the second time using that model. But they might succeed in a different model. Students can go quickly through the material and only take time when they need to work on specific skills.\" -- \u003cem>Cheryl Vedoe, CEO of Apex Learning\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>4. Online learning can create a lot more free time for extracurricular activities.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"I get to travel at whatever pace I want to. If I’m having a bad week, or a bad day with my diabetes, it doesn’t matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. And with more time on our hands, it’s easier to do other activities like volunteering or Girl Scouts or other clubs.\" --\u003cem> Carylanne Joubert, 14, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"By having this type of learning, we are able to still have a family life. We have the ability to travel when we want to and choose our time. You can’t do that in traditional schools.\" --\u003cem> Patti Joubert, parent of Florida Virtual School students\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5. Students can learn how to work cooperatively even without face-to-face interaction. \u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\"In all the courses they’ve taken so far, they’ve had assignments where they pair up with another student and do a project together. It’s a good experience — they’re learning how to overcome the challenges of working with someone else and to interact with other kids. Just because you don’t 'see' someone doesn’t mean you’re not interacting.\" -- \u003cem>Patti Joubert, parent of Florida Virtual School students\u003c/em>\u003c/li>\n\u003cli>\"I’m in the newspaper club at FLVS. I’m able to have my voice heard and get across what I think is important. We have online meetings every Tuesday through \u003ca href=\"http://www.elluminate.com/Products/Elluminate_Learning_Suite/Elluminate_Live%21/?id=79\" target=\"_blank\">Eluminate Live\u003c/a>. It’s just like every other school newspaper, we’re just online.\" -- \u003cem>Christianne Joubert, 13, Florida Virtual School student\u003c/em>\u003c/li>\n\u003cli>\"We have great phone conversations and discussion-based assessments. The students connect with one another, too. We have discussion groups where students post something and other students will post back; plus, they do a lot of collaborative projects and group work.\" -- \u003cem>Rian Meadows, economics instructor, Florida Virtual School\u003c/em>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_11897\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/doviende/4033239/sizes/m/\">\u003cimg class=\"size-medium wp-image-11897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4033239_5a67138400-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>It's the end of the school year, and although most students look forward to vacation, the summer months can have a detrimental impact on students' academic progress. It's called the \"Summer Slide\": skills gained during the school year melt away with the heat, and that \"\u003ca href=\"http://www.summerlearning.org/resource/resmgr/presentations/research101.pdf\">summer learning loss\u003c/a>\" translates into teachers spending a good chunk of the academic year playing catch-up before being able to move forward.\u003c/p>\n\u003cp>Summer learning loss happens with all subjects, but math and literacy are often the biggest cause for concern. Without regular practice, these skills tend to diminish over the summer months, especially in high-poverty communities. When it comes to literacy, disadvantaged students are disproportionately affected by losses in reading skills. According to \u003ca href=\"http://www.summerlearning.org/resource/resmgr/presentations/research101.pdf\">a study by the National Summer Learning Association\u003c/a>, two-thirds of the ninth grade reading achievement gap can be explained by unequal access to summer learning opportunities.\u003c/p>\n\u003cp>But when it comes to the loss of math skills over the summer months, all students are equally affected -- regardless of socio-economic background. There has been no equivalent of the summer reading list for math, no equivalent of the summer library book program.\u003c!--more-->\u003c/p>\n\u003cp>Sending home a stack of math worksheets doesn't really cut it, either. And that's where the math education website \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> is stepping in, with the release of its \u003ca href=\"http://www.tenmarks.com/summer\">summer math programs\u003c/a> aimed not only at helping students keep their math skills sharp over the holidays but at helping them progress as well.\u003c/p>\n\u003cp>Last summer, TenMarks piloted a program at Lorna Verde Elementary School in Novato, California, and according to the company, the math skills of 82% of those who used the Web app improved, according to its representatives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As students move through the lessons in TenMark, they're offered a \"nudge towards success\" -- 3 clues that help them solve problems when they get stuck. The first hint involves some advice on how to approach the problem. The second involves insight on how to actually set the problem up to solve it. And the third is a step away from the answer.\u003c/p>\n\u003cp>The TenMarks program isn't free. It costs $39 per student for unlimited usage over the summer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents can find a number of other similar tools -- both free and paid -- to help their kids maintain their math skills over the summer months.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mathgoodies.com/\">Math Goodies.\u003c/a> Offers interactive lessons, worksheets, and homework help.\u003c/li>\n\u003cli>\u003ca href=\"http://math.com\">Math.com\u003c/a>. Free games and problems solving fractions, decimals, percents, square roots, and other math puzzles.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/math-drills/id302881525?mt=8\">Math Drills\u003c/a>. An iTunes app that allows up to 10 students to work on basic math skills, like addition, subtraction, multiplication and division.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11897\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/doviende/4033239/sizes/m/\">\u003cimg class=\"size-medium wp-image-11897\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4033239_5a67138400-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>It's the end of the school year, and although most students look forward to vacation, the summer months can have a detrimental impact on students' academic progress. It's called the \"Summer Slide\": skills gained during the school year melt away with the heat, and that \"\u003ca href=\"http://www.summerlearning.org/resource/resmgr/presentations/research101.pdf\">summer learning loss\u003c/a>\" translates into teachers spending a good chunk of the academic year playing catch-up before being able to move forward.\u003c/p>\n\u003cp>Summer learning loss happens with all subjects, but math and literacy are often the biggest cause for concern. Without regular practice, these skills tend to diminish over the summer months, especially in high-poverty communities. When it comes to literacy, disadvantaged students are disproportionately affected by losses in reading skills. According to \u003ca href=\"http://www.summerlearning.org/resource/resmgr/presentations/research101.pdf\">a study by the National Summer Learning Association\u003c/a>, two-thirds of the ninth grade reading achievement gap can be explained by unequal access to summer learning opportunities.\u003c/p>\n\u003cp>But when it comes to the loss of math skills over the summer months, all students are equally affected -- regardless of socio-economic background. There has been no equivalent of the summer reading list for math, no equivalent of the summer library book program.\u003c!--more-->\u003c/p>\n\u003cp>Sending home a stack of math worksheets doesn't really cut it, either. And that's where the math education website \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> is stepping in, with the release of its \u003ca href=\"http://www.tenmarks.com/summer\">summer math programs\u003c/a> aimed not only at helping students keep their math skills sharp over the holidays but at helping them progress as well.\u003c/p>\n\u003cp>Last summer, TenMarks piloted a program at Lorna Verde Elementary School in Novato, California, and according to the company, the math skills of 82% of those who used the Web app improved, according to its representatives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As students move through the lessons in TenMark, they're offered a \"nudge towards success\" -- 3 clues that help them solve problems when they get stuck. The first hint involves some advice on how to approach the problem. The second involves insight on how to actually set the problem up to solve it. And the third is a step away from the answer.\u003c/p>\n\u003cp>The TenMarks program isn't free. It costs $39 per student for unlimited usage over the summer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents can find a number of other similar tools -- both free and paid -- to help their kids maintain their math skills over the summer months.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mathgoodies.com/\">Math Goodies.\u003c/a> Offers interactive lessons, worksheets, and homework help.\u003c/li>\n\u003cli>\u003ca href=\"http://math.com\">Math.com\u003c/a>. Free games and problems solving fractions, decimals, percents, square roots, and other math puzzles.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/math-drills/id302881525?mt=8\">Math Drills\u003c/a>. An iTunes app that allows up to 10 students to work on basic math skills, like addition, subtraction, multiplication and division.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Meet Sal Khan: the Seinfeld of the Education Revolution",
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"content": "\u003cfigure id=\"attachment_11893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/jurvetson/5512308575/in/photostream/\">\u003cimg class=\"size-full wp-image-11893\" title=\"salman-khan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/salman-khan.png\" alt=\"\" width=\"300\" height=\"274\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Salman Khan's library of free instructional videos has reached millions of people, and now his videos are reaching into classrooms.\u003c/figcaption>\u003c/figure>\n\u003cp>If you're curious at all about the future of education, you should know about \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Salman Khan\u003c/a>. He's the charismatic brainiac who's created more than 2,000 instructional videos about everything from \u003ca href=\"http://www.khanacademy.org/video/photosynthesis?playlist=Biology\">photosynthesis\u003c/a> to the \u003ca href=\"http://www.khanacademy.org/video/bay-of-pigs-invasion?playlist=History\">Bay of Pigs invasion\u003c/a>. As former New York City schools chancellor Joel Klein \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/thoughts-on-how-education-is-changing-or-not-before-our-eyes/\">recently noted\u003c/a>, \"Sal Khan has 50 million people on a site that doesn’t sell sex.\"\u003c/p>\n\u003cp>Self-effacing (\"Any joker in his closet can reach millions of people\"), fast-talking, and pragmatic, Khan spins his big-picture views about education in the same way he describes subjects like valence electrons or mortgage-backed securities: as a bemused observer pointing out the obvious. “If Isaac Newton had made YouTube videos about gravity, I wouldn’t have to!” Khan said at a recent \u003ca href=\"http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html\">TED Talk\u003c/a>.\u003c/p>\n\u003cp>But rather than quarterbacking from the sidelines, Khan is intentionally getting in the game. Some, including Bill Gates (who's donated millions of dollars into Khan's vision), believe his free YouTube videos, the full collection of which are called \u003ca href=\"http://www.khanacademy.org/\">The Khan Academy\u003c/a>, will profoundly change what we know as classroom instruction.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage.\"\u003c/aside>\n\u003cp>In Silicon Valley, at least, it’s already in the works. What began as a series of helpful videos for his cousins is \u003ca href=\"http://lasdandkhanacademy.edublogs.org/about-our-pilot/\">being piloted\u003c/a> in the Los Altos School District in two fifth-grade and two seventh-grade math classes, and will likely expand to other grades and possibly even schools in the district next year.\u003c!--more-->\u003c/p>\n\u003cp>Here's how it works: Students watch the videos in class (all of them produced by him), take “\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamified” assessments\u003c/a> that determine whether they understand the concept, and move on to the next level when they’re ready. The teacher can monitor each student’s progress with a dashboard: the green bar shows they’re proficient, blue indicates they’re working on it, and red alerts teachers that students are stuck on a problem.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This approach seems to work for one simple reason: The fact that students can go back and replay the videos as many times as they need to understand a concept eliminates what Khan calls the “Swiss cheese” gaps in knowledge. Unlike with traditional classes, a student can’t move to the next level until he’s understood the one before it.\u003c/p>\n\u003cp>Though he’s the buzz of education circles – at two conferences in Silicon Valley where I saw him speak in the past six months, long lines of fans waited to thank him for his work-- Khan has his share of critics, too. Some educators think Khan is arrogant in believing that videos can replace the human touch in a classroom, and in the process squeeze teachers out of the equation. Others believe his focus on basic skill drills misses more important learning ideals, like critical thinking and collaboration. As an institution, education does not so easily adapt to newfangled ways. \"Entrenched systems don’t go away because Sal Khan is charming,” Klein said.\u003c/p>\n\u003cp>I spoke to Khan about these questions, and more.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you answer teachers who say your videos will replace them in the classroom?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Depending on the teacher's mentality, I think this can actually make it a lot more fun. If I was a teacher, this is exactly the type of class I’d want to teach, because for the core skills, I don’t have to prepare in a traditional sense. But I do have to prepare for projects and all that, so I have to prepare for creative things. As a teacher, when I’m in a room, I’m relying on my innate skills and teaching abilities, I haven’t scripted it ahead of time. I’m doing like a doctor would. I wouldn’t have a script about what I’m going to say to the next patient. They look at the patient’s data, they ask questions, and they try to diagnose the patient and somehow cure the patient. It’s the same exact model here.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But it’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage, that they have all the information, \"Do not question me, be quiet,\" and it's all about classroom management. It throws all that stuff out the door. But the people who are attracted to this model is exactly the type of people we want and who this will work for.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are you adding any input from teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Yes, we’ve had input on both the videos and creating the software, from teachers and students. In Los Altos, it’s a very tight design. We have our engineers in the classrooms on a regular basis. They’re talking to students and teachers. In fact, they figured out that some kids were gaming the multiple choice, and we realized we had to fix that.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Sometimes we see what teachers are doing in class, and we realize that it should be a feature in the videos or the software. For example, we've created a profile of the students for the teachers to look at. But teachers have started to use it in a different way. They're asking students to look at their profiles and come up with their own goals. And right now the kids are looking at it and writing their goals on notecards. So we thought we should automate that process and build it in.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And using that profile, Khan Academy can make suggestions too. So students can say: “These are my 20 goals for the month.” “These are my three definite goals and these are my three stretch goals” and you can look at it at the end of the week compared to where you were.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re learning a ton from the teachers themselves. And we're actually going to hire some of them. There are teachers who were laid off, some of the best teachers the district has. It was a travesty at first, then we thought, Gee, we could hire them. These teachers have been masterful with the technology and what to do with it. They weren’t afraid of the ambiguity.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher's dashboard and assessment piece working out?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been working well. A teachers has an iPad now, so she’s walking around with the students’ dashboard, which highlights who’s doing what, who needs help. Before she helps a student, she can flip to their profile, see what they’ve been working on, look at their goals, then she can talk to the student, and she intervenes. It feels like a doctor with a patient's medical history, but way more advanced because they know the history of the student going into the intervention. Also it's cool because it looks like the future.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you create an app for the teacher's dashboard?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Right now, it’s a Web interface, so anyone can use it without an iPad, but we’re building a dedicated mobile version. And that’s where most of our resources are going, hiring engineers and designers. Any teacher in the world can do this right now, and they are. If you’re a teacher, you could get all your kids an account, and you give them your I.D. and they sign you up as a coach, and they designate you as their teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Right now, it looks like 500 to 1,000 people are using this in classrooms, based on the numbers we see. They're working in groups of about 30 and it looks like they're using it as a classroom would. We don’t know for sure, but it looks like that’s what’s happening. You can do this homeschooling with two or three kids. The idea is we perfect the use in Los Altos, but anyone can use it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your plans for the Khan Academy in the near future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re definitely ramping up team to do school implementation. We're going to new schools and classrooms and school districts.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think this kind of learning is appropriate for every student?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re not saying it’s not for every student, but we're not sure. Our goal right now is, on videos and exercises, let’s as quickly as possible do a really solid first pass, use as much data as possible to iterate on it, and improve it. Then we’ll learn from the data. We know from the data that it’s much much more appropriate for a lot more people than what they’re getting now.\u003c/p>\n\u003cp>\u003cstrong>Q. Where do you think the Khan Academy fits in with the debate about high-stakes testing, core curriculum, and the need to teach students intangibles like critical thinking and collaboration? \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Our thinking is that if you take a test or a series of tests, you should be able to get your credential and you’re done. And what I love about that is it kills the monopoly on the credential, it levels the playing field on the learning side, and I think Khan Academy will be a strong contender on the learning side.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When it comes to we shouldn’t be teaching this, we should be teaching that; we should be teaching it this way or that way. I don’t disagree with some of it. For example, I think we should be teaching computer science. But I think it’s an impractical approach, or naïve approach to sit on the sidelines and complain about it.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You're still not addressing the issue of students still being assessed by the world, you know, on the SATs. And if they really do want to go to med school, regardless of your personal opinion of what’s important – and you might have a valid personal opinion – but that’s still not going to help kids go where they want to go if you refuse to teach something based on ideological grounds.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So our point of view is, go where the need is, address the need, and once the need is addressed, we’re now in a position where we can start delivering other things – things that are maybe more relevant, more useful. More projects, more computer programming and things like that.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/jurvetson/5512308575/in/photostream/\">\u003cimg class=\"size-full wp-image-11893\" title=\"salman-khan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/salman-khan.png\" alt=\"\" width=\"300\" height=\"274\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Salman Khan's library of free instructional videos has reached millions of people, and now his videos are reaching into classrooms.\u003c/figcaption>\u003c/figure>\n\u003cp>If you're curious at all about the future of education, you should know about \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Salman Khan\u003c/a>. He's the charismatic brainiac who's created more than 2,000 instructional videos about everything from \u003ca href=\"http://www.khanacademy.org/video/photosynthesis?playlist=Biology\">photosynthesis\u003c/a> to the \u003ca href=\"http://www.khanacademy.org/video/bay-of-pigs-invasion?playlist=History\">Bay of Pigs invasion\u003c/a>. As former New York City schools chancellor Joel Klein \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/thoughts-on-how-education-is-changing-or-not-before-our-eyes/\">recently noted\u003c/a>, \"Sal Khan has 50 million people on a site that doesn’t sell sex.\"\u003c/p>\n\u003cp>Self-effacing (\"Any joker in his closet can reach millions of people\"), fast-talking, and pragmatic, Khan spins his big-picture views about education in the same way he describes subjects like valence electrons or mortgage-backed securities: as a bemused observer pointing out the obvious. “If Isaac Newton had made YouTube videos about gravity, I wouldn’t have to!” Khan said at a recent \u003ca href=\"http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html\">TED Talk\u003c/a>.\u003c/p>\n\u003cp>But rather than quarterbacking from the sidelines, Khan is intentionally getting in the game. Some, including Bill Gates (who's donated millions of dollars into Khan's vision), believe his free YouTube videos, the full collection of which are called \u003ca href=\"http://www.khanacademy.org/\">The Khan Academy\u003c/a>, will profoundly change what we know as classroom instruction.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage.\"\u003c/aside>\n\u003cp>In Silicon Valley, at least, it’s already in the works. What began as a series of helpful videos for his cousins is \u003ca href=\"http://lasdandkhanacademy.edublogs.org/about-our-pilot/\">being piloted\u003c/a> in the Los Altos School District in two fifth-grade and two seventh-grade math classes, and will likely expand to other grades and possibly even schools in the district next year.\u003c!--more-->\u003c/p>\n\u003cp>Here's how it works: Students watch the videos in class (all of them produced by him), take “\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamified” assessments\u003c/a> that determine whether they understand the concept, and move on to the next level when they’re ready. The teacher can monitor each student’s progress with a dashboard: the green bar shows they’re proficient, blue indicates they’re working on it, and red alerts teachers that students are stuck on a problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This approach seems to work for one simple reason: The fact that students can go back and replay the videos as many times as they need to understand a concept eliminates what Khan calls the “Swiss cheese” gaps in knowledge. Unlike with traditional classes, a student can’t move to the next level until he’s understood the one before it.\u003c/p>\n\u003cp>Though he’s the buzz of education circles – at two conferences in Silicon Valley where I saw him speak in the past six months, long lines of fans waited to thank him for his work-- Khan has his share of critics, too. Some educators think Khan is arrogant in believing that videos can replace the human touch in a classroom, and in the process squeeze teachers out of the equation. Others believe his focus on basic skill drills misses more important learning ideals, like critical thinking and collaboration. As an institution, education does not so easily adapt to newfangled ways. \"Entrenched systems don’t go away because Sal Khan is charming,” Klein said.\u003c/p>\n\u003cp>I spoke to Khan about these questions, and more.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you answer teachers who say your videos will replace them in the classroom?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Depending on the teacher's mentality, I think this can actually make it a lot more fun. If I was a teacher, this is exactly the type of class I’d want to teach, because for the core skills, I don’t have to prepare in a traditional sense. But I do have to prepare for projects and all that, so I have to prepare for creative things. As a teacher, when I’m in a room, I’m relying on my innate skills and teaching abilities, I haven’t scripted it ahead of time. I’m doing like a doctor would. I wouldn’t have a script about what I’m going to say to the next patient. They look at the patient’s data, they ask questions, and they try to diagnose the patient and somehow cure the patient. It’s the same exact model here.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But it’s going to be hard for teachers who have trouble letting go of the idea that they’re the sage on stage, that they have all the information, \"Do not question me, be quiet,\" and it's all about classroom management. It throws all that stuff out the door. But the people who are attracted to this model is exactly the type of people we want and who this will work for.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are you adding any input from teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Yes, we’ve had input on both the videos and creating the software, from teachers and students. In Los Altos, it’s a very tight design. We have our engineers in the classrooms on a regular basis. They’re talking to students and teachers. In fact, they figured out that some kids were gaming the multiple choice, and we realized we had to fix that.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Sometimes we see what teachers are doing in class, and we realize that it should be a feature in the videos or the software. For example, we've created a profile of the students for the teachers to look at. But teachers have started to use it in a different way. They're asking students to look at their profiles and come up with their own goals. And right now the kids are looking at it and writing their goals on notecards. So we thought we should automate that process and build it in.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And using that profile, Khan Academy can make suggestions too. So students can say: “These are my 20 goals for the month.” “These are my three definite goals and these are my three stretch goals” and you can look at it at the end of the week compared to where you were.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re learning a ton from the teachers themselves. And we're actually going to hire some of them. There are teachers who were laid off, some of the best teachers the district has. It was a travesty at first, then we thought, Gee, we could hire them. These teachers have been masterful with the technology and what to do with it. They weren’t afraid of the ambiguity.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher's dashboard and assessment piece working out?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been working well. A teachers has an iPad now, so she’s walking around with the students’ dashboard, which highlights who’s doing what, who needs help. Before she helps a student, she can flip to their profile, see what they’ve been working on, look at their goals, then she can talk to the student, and she intervenes. It feels like a doctor with a patient's medical history, but way more advanced because they know the history of the student going into the intervention. Also it's cool because it looks like the future.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you create an app for the teacher's dashboard?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Right now, it’s a Web interface, so anyone can use it without an iPad, but we’re building a dedicated mobile version. And that’s where most of our resources are going, hiring engineers and designers. Any teacher in the world can do this right now, and they are. If you’re a teacher, you could get all your kids an account, and you give them your I.D. and they sign you up as a coach, and they designate you as their teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Right now, it looks like 500 to 1,000 people are using this in classrooms, based on the numbers we see. They're working in groups of about 30 and it looks like they're using it as a classroom would. We don’t know for sure, but it looks like that’s what’s happening. You can do this homeschooling with two or three kids. The idea is we perfect the use in Los Altos, but anyone can use it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your plans for the Khan Academy in the near future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re definitely ramping up team to do school implementation. We're going to new schools and classrooms and school districts.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think this kind of learning is appropriate for every student?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. We’re not saying it’s not for every student, but we're not sure. Our goal right now is, on videos and exercises, let’s as quickly as possible do a really solid first pass, use as much data as possible to iterate on it, and improve it. Then we’ll learn from the data. We know from the data that it’s much much more appropriate for a lot more people than what they’re getting now.\u003c/p>\n\u003cp>\u003cstrong>Q. Where do you think the Khan Academy fits in with the debate about high-stakes testing, core curriculum, and the need to teach students intangibles like critical thinking and collaboration? \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Our thinking is that if you take a test or a series of tests, you should be able to get your credential and you’re done. And what I love about that is it kills the monopoly on the credential, it levels the playing field on the learning side, and I think Khan Academy will be a strong contender on the learning side.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When it comes to we shouldn’t be teaching this, we should be teaching that; we should be teaching it this way or that way. I don’t disagree with some of it. For example, I think we should be teaching computer science. But I think it’s an impractical approach, or naïve approach to sit on the sidelines and complain about it.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You're still not addressing the issue of students still being assessed by the world, you know, on the SATs. And if they really do want to go to med school, regardless of your personal opinion of what’s important – and you might have a valid personal opinion – but that’s still not going to help kids go where they want to go if you refuse to teach something based on ideological grounds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So our point of view is, go where the need is, address the need, and once the need is addressed, we’re now in a position where we can start delivering other things – things that are maybe more relevant, more useful. More projects, more computer programming and things like that.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_11790\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11790\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>At a big gathering of entrepreneurs, innovators, and educators today at the \u003ca href=\"http://www.newschools.org/summit.\">NewSchools Venture Fund\u003c/a> summit in the heart of Silicon Valley, the morning kicked off with two big names in education circles.\u003c/p>\n\u003cp>Salman Khan, founder of the Khan Academy, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">which offers more than 2,000 free YouTube\u003c/a> videos covering almost every subject under the sun, and \u003ca href=\"http://mediadecoder.blogs.nytimes.com/2010/11/09/news-corp-reels-in-a-top-educator/\">Joel Klein,\u003c/a> former chancellor of New York City public schools who spearheaded\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\"> New York's iZone \u003c/a>and who's currently with NewsCorp, brought up intriguing points.\u003c/p>\n\u003cp>These are some of the ideas that stood out from the public discussion (paraphrased).\u003c/p>\n\u003cp>\u003cstrong>ON THE CURRENT LANDSCAPE IN EDUCATION INNOVATION:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: Where we are today is a lot better place in terms of discussion, but not in terms of results compared to 10 years ago. What we're doing now is building a system empowered by technology with a huge infusion of private capital aimed at bringing a total delivery system. Eventually, we'll have far fewer teachers who are paid much more. Education would be data-driven, customized, will engage kids, differentiate instruction, and value human capital in a different way. What we're doing now is trying to reform a broken delivery system rather than create an effective delivery system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Salman Khan:\u003c/strong> It’s a pretty exciting time in education. There's grassroots hunger for something better. Even 20 years ago, for someone who wanted to produce lessons online for the public to access, it would cost tens of millions of dollars. Now all need you is the technology and any joker in his closet can reach 50 million people. Things take a long time to start happening, but when it does happen, it goes fast. In five to 10 years, a lot of classrooms will look a lot different than they have in the past 100 years.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>ON IMPEDIMENTS AND OBSTACLES:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: Entrenched interests want to protect their interests. Let private markets come in and do the innovative challenging things. Khan's site gets 50 million people on the Internet that doesn't sell sex. It's doing great. But on a large scale that fits into institutionalized districts, there will be a lot of pushback. Entrenched systems don’t go away because Sal Khan is charming.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: I don’t see any barriers. We have the opportunity to go straight to students and those aligned with student, instead of all the things that Joel has had to deal with. Our strategy is to build the best possible thing, and if a student has nothing else, he can learn with videos and self paced software. But we don’t force it. We find school systems that are ready for it. And there are many who are ready for it. When people start seeing it succeed in one district, then five districts, all the soccer moms will freak out and want a piece of it.\u003c/p>\n\u003cp>\u003cstrong>ON THE TEACHERS' ROLE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: In any digital classroom setting, the point is to \u003cem>maximize\u003c/em> the role of the teacher. The teacher has to be the genius piece. They won't have to be concerned with the routine stuff going on in the class. With the School of One and the Innovation Zone, teachers say they like it, they feel empowered by it because they can focus on the one-on-one context.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan:\u003c/strong> Our point of view is that a lot of teachers are spending time using the same lecture over and over again. They spend their time grading papers. Let’s liberate teachers' time for the students' benefit. There's a knee-jerk reaction from teachers that videos make the class more robotic, they minimize the role of teachers. But what was making it robotic was the existing classroom model, the same script every year, no variance from it, the assembly line model, getting branded with a grade, instead of everyone learning at their own pace. It’s actually a way of freeing up tons of time without sacrificing core skills. In the Los Altos class [where a math class is piloting the Khan Academy videos], it's much more interactive experience. The teacher has to be very comfortable with the fact that one kid is doing trigonometry, and one kid is doing fifth-grade math. They need to know fifth-grade math and know the big picture, and how it's going to lead into higher math. It requires a different skill set and a humility that students respect.\u003c/p>\n\u003cp>\u003cstrong>ON CURRICULUM :\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: Our goal is to get what students need, what the system as a whole is assessing them on right now. But we’re still in our first few innings. It’s crazy that we don’t have statiscts, law, accounting and finance [and computer science] as part of the core curriculum, which are useful in any setting -- school or workplace. To me, calculus is beautiful and interesting, but it’s not useful. You don’t need calculus in most jobs. We could debate what’s appropriate and what’s not appropriate to teach. But the reality is that’s what’s required right now, and I’d want my son or daughter to prove themselves in this context. It's our Trojan horse mode. You go in, serve what people need, but then bring in other things like statistics, or finance, or law that are useful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: The Common Core will drive us to a more meaningful high school credential. Most universities know right now that a high school diploma is not sufficient to ensure kids will be successful in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan: \u003c/strong>Now you have kids who are home-schooled, and take the SATs without an official high school degree and they're going on to Harvard and Stanford. What I'd like to see is for kids not to drop out, but give them a chance, say if you're ready, you take the exam, you rock the exam and you’re done. We don’t force people to sit in class like you’re in prison. At 14 or 15, you can go to college, or get a job.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11790\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11790\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>At a big gathering of entrepreneurs, innovators, and educators today at the \u003ca href=\"http://www.newschools.org/summit.\">NewSchools Venture Fund\u003c/a> summit in the heart of Silicon Valley, the morning kicked off with two big names in education circles.\u003c/p>\n\u003cp>Salman Khan, founder of the Khan Academy, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">which offers more than 2,000 free YouTube\u003c/a> videos covering almost every subject under the sun, and \u003ca href=\"http://mediadecoder.blogs.nytimes.com/2010/11/09/news-corp-reels-in-a-top-educator/\">Joel Klein,\u003c/a> former chancellor of New York City public schools who spearheaded\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\"> New York's iZone \u003c/a>and who's currently with NewsCorp, brought up intriguing points.\u003c/p>\n\u003cp>These are some of the ideas that stood out from the public discussion (paraphrased).\u003c/p>\n\u003cp>\u003cstrong>ON THE CURRENT LANDSCAPE IN EDUCATION INNOVATION:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: Where we are today is a lot better place in terms of discussion, but not in terms of results compared to 10 years ago. What we're doing now is building a system empowered by technology with a huge infusion of private capital aimed at bringing a total delivery system. Eventually, we'll have far fewer teachers who are paid much more. Education would be data-driven, customized, will engage kids, differentiate instruction, and value human capital in a different way. What we're doing now is trying to reform a broken delivery system rather than create an effective delivery system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Salman Khan:\u003c/strong> It’s a pretty exciting time in education. There's grassroots hunger for something better. Even 20 years ago, for someone who wanted to produce lessons online for the public to access, it would cost tens of millions of dollars. Now all need you is the technology and any joker in his closet can reach 50 million people. Things take a long time to start happening, but when it does happen, it goes fast. In five to 10 years, a lot of classrooms will look a lot different than they have in the past 100 years.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>ON IMPEDIMENTS AND OBSTACLES:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: Entrenched interests want to protect their interests. Let private markets come in and do the innovative challenging things. Khan's site gets 50 million people on the Internet that doesn't sell sex. It's doing great. But on a large scale that fits into institutionalized districts, there will be a lot of pushback. Entrenched systems don’t go away because Sal Khan is charming.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: I don’t see any barriers. We have the opportunity to go straight to students and those aligned with student, instead of all the things that Joel has had to deal with. Our strategy is to build the best possible thing, and if a student has nothing else, he can learn with videos and self paced software. But we don’t force it. We find school systems that are ready for it. And there are many who are ready for it. When people start seeing it succeed in one district, then five districts, all the soccer moms will freak out and want a piece of it.\u003c/p>\n\u003cp>\u003cstrong>ON THE TEACHERS' ROLE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: In any digital classroom setting, the point is to \u003cem>maximize\u003c/em> the role of the teacher. The teacher has to be the genius piece. They won't have to be concerned with the routine stuff going on in the class. With the School of One and the Innovation Zone, teachers say they like it, they feel empowered by it because they can focus on the one-on-one context.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan:\u003c/strong> Our point of view is that a lot of teachers are spending time using the same lecture over and over again. They spend their time grading papers. Let’s liberate teachers' time for the students' benefit. There's a knee-jerk reaction from teachers that videos make the class more robotic, they minimize the role of teachers. But what was making it robotic was the existing classroom model, the same script every year, no variance from it, the assembly line model, getting branded with a grade, instead of everyone learning at their own pace. It’s actually a way of freeing up tons of time without sacrificing core skills. In the Los Altos class [where a math class is piloting the Khan Academy videos], it's much more interactive experience. The teacher has to be very comfortable with the fact that one kid is doing trigonometry, and one kid is doing fifth-grade math. They need to know fifth-grade math and know the big picture, and how it's going to lead into higher math. It requires a different skill set and a humility that students respect.\u003c/p>\n\u003cp>\u003cstrong>ON CURRICULUM :\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan\u003c/strong>: Our goal is to get what students need, what the system as a whole is assessing them on right now. But we’re still in our first few innings. It’s crazy that we don’t have statiscts, law, accounting and finance [and computer science] as part of the core curriculum, which are useful in any setting -- school or workplace. To me, calculus is beautiful and interesting, but it’s not useful. You don’t need calculus in most jobs. We could debate what’s appropriate and what’s not appropriate to teach. But the reality is that’s what’s required right now, and I’d want my son or daughter to prove themselves in this context. It's our Trojan horse mode. You go in, serve what people need, but then bring in other things like statistics, or finance, or law that are useful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Joel Klein\u003c/strong>: The Common Core will drive us to a more meaningful high school credential. Most universities know right now that a high school diploma is not sufficient to ensure kids will be successful in college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Sal Khan: \u003c/strong>Now you have kids who are home-schooled, and take the SATs without an official high school degree and they're going on to Harvard and Stanford. What I'd like to see is for kids not to drop out, but give them a chance, say if you're ready, you take the exam, you rock the exam and you’re done. We don’t force people to sit in class like you’re in prison. At 14 or 15, you can go to college, or get a job.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-11735\" title=\"200543783-001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/200543783-001-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>Because her husband's military career kept the family on the move, Patti Joubert -- the mother of two full-time students at \u003ca href=\"http://www.flvs.net/Pages/default.aspx\" target=\"_blank\">Florida Virtual School (FLVS)\u003c/a> -- always homeschooled her daughters. Now that they're in high school, Joubert wanted to find a more resource-enriched alternative.\u003c/p>\n\u003cp>\"[Online schools] offer extra classes that aren't necessarily in a regular school,\" says Joubert, citing supplemental foreign language courses as an example. \"The technology they're getting access to, the course content, the teachers. It's nice to just sit back and be the parent again.\"\u003c/p>\n\u003cp>Contrary to the assumption that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/criticism-of-online-learning-misses-important-questions/\" target=\"_blank\">online learning means replacing teachers with computers\u003c/a> -- or simply saving money by increasing class sizes -- Joubert argues that virtual school allows students and teachers to work \u003cem>more \u003c/em>closely together. \"Students still talk with their teachers; you might even say they talk more. When I was in school, you didn't have many one-on-one conversations with your teachers. Your teachers spoke \u003cem>to\u003c/em> you, they didn't speak \u003cem>with\u003c/em> you. Here, they do oral exams, they talk with the kids, they really get to know each student.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you think your children are receiving a different education at a virtual school than when they were homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I do, because of the way the courses are presented. Of course, I'm not a teacher; homeschooling parents rarely are, unless they have a bachelor's or a master's degree in education. The way they present the lessons at FLVS and the technology and resources they provide are better than I could have offered. Both of my daughters are exceeding my expectations; they're taking honors courses. I can offer a course, but it certainly wouldn't be an honors course.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are the benefits of online learning for your family? Are there any drawbacks?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I haven't found any challenges, really. I've just found a lot of great things about it. My husband was in the military, and even after we came to live permanently in Florida, he worked weekends. He only had days off at different times during the week. By having this type of learning, we are able to still have a family life. We have the ability to travel when we want to and choose our time. You can't do that in traditional schools. Our kids have had the opportunity to go places and see things that other students don't get to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's important to learn how to self-pace..it's as much of a learning experience taking the course as it is learning what the course teaches.\"\u003c/aside>\n\u003cp>Also, for kids that have any type of medical problem, if they lose time out of traditional school because they get sick, they don't have the opportunity to excel. One of my daughters has juvenile diabetes, but she's two grades ahead already. With online learning, when you get it, you can move on. When you don't get it, you can get extra tutoring help and teachers will walk you through it. If you're sick for a couple of days, you can do your work over the weekend when you feel better. You're not missing anything.\u003c/p>\n\u003cp>Of course, it depends on how dedicated a child is to his or her work. My kids are very self-paced because they've always been homeschooled, but I think if a child was not so motivated, it would be a bit of a challenge to keep up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Are your children able to work or socialize with other students at all? Do they feel isolated?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> In all the courses they've taken so far, they've had assignments where they pair up with another student and do a project together. It's a good experience -- they're learning how to overcome the challenges of working with someone else and to interact with other kids. Just because you don't \"see\" someone doesn't mean you're not interacting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-day-in-the-life-of-a-virtual-school-student/\">Read Christianne and Carlyanne Joubert's take\u003c/a> , and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspective \u003c/a>on their virtual school experience.\u003c/aside>\n\u003cp>There are also plenty of online clubs at FLVS, such as the newspaper club or the science club. And online learning allows my girls more free time to interact outside of school as well, so they're always volunteering and participating in community activities. Although it's hard for FLVS teachers and students to get together in person because we're located all across the state and we're such a big state, at least once a year, we do a Barnes & Noble Book Fair where students can go to whatever Barnes & Noble is closest to where they live and meet at least some of their teachers.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Could online learning be valuable for other students and families?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>I have nieces and nephews who go to college and they are offering online courses in college. This is technology that kids will have to learn. Plus, businesses are doing it too: I recently worked for HP as a sales rep, and we were located all across the country, we didn't have an office. I would go into businesses and train their workers and so forth and the way we had meetings and trainings was online. It's important to learn how to self-pace and do these kinds of courses; I think it's as much of a learning experience just taking the course as it is learning what the course teaches.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-11735\" title=\"200543783-001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/200543783-001-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>Because her husband's military career kept the family on the move, Patti Joubert -- the mother of two full-time students at \u003ca href=\"http://www.flvs.net/Pages/default.aspx\" target=\"_blank\">Florida Virtual School (FLVS)\u003c/a> -- always homeschooled her daughters. Now that they're in high school, Joubert wanted to find a more resource-enriched alternative.\u003c/p>\n\u003cp>\"[Online schools] offer extra classes that aren't necessarily in a regular school,\" says Joubert, citing supplemental foreign language courses as an example. \"The technology they're getting access to, the course content, the teachers. It's nice to just sit back and be the parent again.\"\u003c/p>\n\u003cp>Contrary to the assumption that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/criticism-of-online-learning-misses-important-questions/\" target=\"_blank\">online learning means replacing teachers with computers\u003c/a> -- or simply saving money by increasing class sizes -- Joubert argues that virtual school allows students and teachers to work \u003cem>more \u003c/em>closely together. \"Students still talk with their teachers; you might even say they talk more. When I was in school, you didn't have many one-on-one conversations with your teachers. Your teachers spoke \u003cem>to\u003c/em> you, they didn't speak \u003cem>with\u003c/em> you. Here, they do oral exams, they talk with the kids, they really get to know each student.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you think your children are receiving a different education at a virtual school than when they were homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I do, because of the way the courses are presented. Of course, I'm not a teacher; homeschooling parents rarely are, unless they have a bachelor's or a master's degree in education. The way they present the lessons at FLVS and the technology and resources they provide are better than I could have offered. Both of my daughters are exceeding my expectations; they're taking honors courses. I can offer a course, but it certainly wouldn't be an honors course.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are the benefits of online learning for your family? Are there any drawbacks?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I haven't found any challenges, really. I've just found a lot of great things about it. My husband was in the military, and even after we came to live permanently in Florida, he worked weekends. He only had days off at different times during the week. By having this type of learning, we are able to still have a family life. We have the ability to travel when we want to and choose our time. You can't do that in traditional schools. Our kids have had the opportunity to go places and see things that other students don't get to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's important to learn how to self-pace..it's as much of a learning experience taking the course as it is learning what the course teaches.\"\u003c/aside>\n\u003cp>Also, for kids that have any type of medical problem, if they lose time out of traditional school because they get sick, they don't have the opportunity to excel. One of my daughters has juvenile diabetes, but she's two grades ahead already. With online learning, when you get it, you can move on. When you don't get it, you can get extra tutoring help and teachers will walk you through it. If you're sick for a couple of days, you can do your work over the weekend when you feel better. You're not missing anything.\u003c/p>\n\u003cp>Of course, it depends on how dedicated a child is to his or her work. My kids are very self-paced because they've always been homeschooled, but I think if a child was not so motivated, it would be a bit of a challenge to keep up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Are your children able to work or socialize with other students at all? Do they feel isolated?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> In all the courses they've taken so far, they've had assignments where they pair up with another student and do a project together. It's a good experience -- they're learning how to overcome the challenges of working with someone else and to interact with other kids. Just because you don't \"see\" someone doesn't mean you're not interacting.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-day-in-the-life-of-a-virtual-school-student/\">Read Christianne and Carlyanne Joubert's take\u003c/a> , and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspective \u003c/a>on their virtual school experience.\u003c/aside>\n\u003cp>There are also plenty of online clubs at FLVS, such as the newspaper club or the science club. And online learning allows my girls more free time to interact outside of school as well, so they're always volunteering and participating in community activities. Although it's hard for FLVS teachers and students to get together in person because we're located all across the state and we're such a big state, at least once a year, we do a Barnes & Noble Book Fair where students can go to whatever Barnes & Noble is closest to where they live and meet at least some of their teachers.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Could online learning be valuable for other students and families?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>I have nieces and nephews who go to college and they are offering online courses in college. This is technology that kids will have to learn. Plus, businesses are doing it too: I recently worked for HP as a sales rep, and we were located all across the country, we didn't have an office. I would go into businesses and train their workers and so forth and the way we had meetings and trainings was online. It's important to learn how to self-pace and do these kinds of courses; I think it's as much of a learning experience just taking the course as it is learning what the course teaches.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Day in the Life of a Virtual School Student",
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"content": "\u003cp>\u003ca href=\"http://www.flvs.net\" target=\"_blank\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-medium wp-image-11723\" title=\"5564517738_a1f1fa04bc_z-620x412\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/5564517738_a1f1fa04bc_z-620x4121-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for Carlyanne, who has diabetes, the convenience of doing school work at home is a big advantage.)\u003c/p>\n\u003cp>The Jouberts, whose father is in the military, requiring the family to travel a great deal, were homeschooled by their mother until recently.\u003c/p>\n\u003cp>\"Online classes are easy to understand. You can move onto the next thing much faster,\" Christianne says. \"I have a friend in regular public school who says that they like FLVS courses better because they don't have to wait around for the other students to get it -- or get frustrated when they don't get it themselves. But it's not easier because it's of a lower quality. The better quality makes it easier.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I chatted with both girls and got a good glimpse into their academic life is like -- flexible, varied, and personalized. It's not the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">best fit for every kid\u003c/a>, of course, but for these students, it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is going to school at FLVS different from being homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: The assignments are different. The courses I took when my mom was teaching me were mostly reading the lessons, getting the information, doing worksheets and exams and that kind of stuff. At FLVS, I write essays, I do PowerPoint presentations and brochures. In my Latin course, I had to pretend I lived in 100 B.C. and write up an invitation and a menu. There are different assignments for those who are more creative. The lessons also show the information in different ways; sometimes there's a visual representation, like a diagram or a video, to help remember it.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What is your typical day like at virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: Most days, I'll get up and do my chores around the house and then once I get onto the computer I can just start my lessons, read through the lesson and do the assignment. For me, it's easy. I read through the information and then I can move on to the next assignment. I don't have to wait. I can go ahead and do more, so I get done with the course faster. I get to learn more instead of being bored.\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: I can start at 10 a.m. and end at 4 p.m. and have an entire week's worth of work done. Since I can move faster through school, I have time to explore my passion for writing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with your teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I can call my teacher, or text her, or go into a special chatroom. I talk with my teachers at least twice a month because I do oral exams and monthly calls. I don't usually have to call them because I haven't needed much help, but they are always there when I need them. They've always responded to me within 24 hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Since I can move faster through school, I have time to explore my passion for writing.\"\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I email my teachers every day. They're very personable. I just finished my English course and my teacher said, 'If you need anything, you can call me,' even though I'm not her student anymore. If you have an issue, if you're not quite getting something, you can email or text your teacher; there are also help buttons on every page if you need extra help on assignments. I get a call from one of my teachers at least once a week asking if I'm doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What's the best part about virtual school for you?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: First, of course, I get to travel at whatever pace I want to. If I'm having a bad week, or a bad day with my diabetes, it doesn't matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. I just signed up for my first eleventh-grade courses. When I started with the virtual school, it was the summer I turned twelve. I had had a computer for gaming purposes, but I had never really been going on the Internet. [Through FLVS], I learned all different kinds of programs like PowerPoint and \u003ca href=\"http://office.microsoft.com/en-us/publisher/\" target=\"_blank\">Microsoft Publisher\u003c/a> and \u003ca href=\"http://www.glogster.com/\" target=\"_blank\">Glogster\u003c/a>, a software that helps you create special posters. It gave me a way to learn how to use the different tools so that someday I can use all these things in the workplace.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>\u003cem>Carylanne\u003c/em>: There are at least one or two collaboration assignments per course. I found my chemistry course was the easiest one because I was able to find a partner who was willing to work. We use a special chatroom through FLVS. Once, I had a partner who was supposed to meet me in the chatroom at a certain time and they didn't show up, so it was a little bit harder to work with them. Something we're asked a lot is about the lack of socialization being homeschooled or going to virtual school. But I've found that many public school kids seem like they're more shy and have a harder time talking to adults! And with more time on our hands, it's easier to do other activities like volunteering or Girl Scouts or other clubs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\">Read about Christianne and Carlyanne's mother\u003c/a> and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspectives \u003c/a>on the virtual school experience.\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I'm in the newspaper club at FLVS. I'm able to have my voice heard and get across what I think is important. We have online meetings every Tuesday through \u003ca href=\"http://www.elluminate.com/Products/Elluminate_Learning_Suite/Elluminate_Live!/?id=79\" target=\"_blank\">Eluminate Live\u003c/a>. We log on and we're in a virtual classroom. We can put things up on a whiteboard like slide shows, presentations, and PowerPoints, and then we have these breakout sessions where we can all work together on things. We send all the articles to each other using Google Docs. It's just like every other school newspaper, we're just online.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Would you recommend virtual school to other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I've always been homeschooled, so I don't know how public school is, but I like to work at my own pace, just sit in my bedroom and do my homework with no distractions. I've also read statistics that students do better when they are in virtual school -- the grade percentages are higher. Sure, the classrooms are bigger online, but that's helpful when you have to do a collaborative assignment because students could be anywhere in the course. If it does save money [for schools to have online course options], that's good, so you could put more money into the education system. Teachers are still employed, just in a different way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: Whenever I meet another kid my age, I always recommend it as another way to do school. Especially for kids who don't have an easy time with homework or with school. I know one kid in my class from England who said it was easier for him than his public school. Plus, I have more time to write; I was able to write a novel because I had enough time. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flvs.net\" target=\"_blank\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-medium wp-image-11723\" title=\"5564517738_a1f1fa04bc_z-620x412\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/5564517738_a1f1fa04bc_z-620x4121-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Florida Virtual School (FLVS) students Christianne and Carylanne Joubert are pretty advanced for their age. Christianne, at 13, is already a published novelist; Carylanne, 14, is about to start 11th grade. The Jouberts would probably succeed at any school they attended, but they attribute a large part of their progress to online learning. (And for Carlyanne, who has diabetes, the convenience of doing school work at home is a big advantage.)\u003c/p>\n\u003cp>The Jouberts, whose father is in the military, requiring the family to travel a great deal, were homeschooled by their mother until recently.\u003c/p>\n\u003cp>\"Online classes are easy to understand. You can move onto the next thing much faster,\" Christianne says. \"I have a friend in regular public school who says that they like FLVS courses better because they don't have to wait around for the other students to get it -- or get frustrated when they don't get it themselves. But it's not easier because it's of a lower quality. The better quality makes it easier.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I chatted with both girls and got a good glimpse into their academic life is like -- flexible, varied, and personalized. It's not the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\">best fit for every kid\u003c/a>, of course, but for these students, it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Is going to school at FLVS different from being homeschooled?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: The assignments are different. The courses I took when my mom was teaching me were mostly reading the lessons, getting the information, doing worksheets and exams and that kind of stuff. At FLVS, I write essays, I do PowerPoint presentations and brochures. In my Latin course, I had to pretend I lived in 100 B.C. and write up an invitation and a menu. There are different assignments for those who are more creative. The lessons also show the information in different ways; sometimes there's a visual representation, like a diagram or a video, to help remember it.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What is your typical day like at virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: Most days, I'll get up and do my chores around the house and then once I get onto the computer I can just start my lessons, read through the lesson and do the assignment. For me, it's easy. I read through the information and then I can move on to the next assignment. I don't have to wait. I can go ahead and do more, so I get done with the course faster. I get to learn more instead of being bored.\u003c/p>\n\u003cp>\u003cem>Christianne\u003c/em>: I can start at 10 a.m. and end at 4 p.m. and have an entire week's worth of work done. Since I can move faster through school, I have time to explore my passion for writing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with your teachers?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: I can call my teacher, or text her, or go into a special chatroom. I talk with my teachers at least twice a month because I do oral exams and monthly calls. I don't usually have to call them because I haven't needed much help, but they are always there when I need them. They've always responded to me within 24 hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Since I can move faster through school, I have time to explore my passion for writing.\"\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I email my teachers every day. They're very personable. I just finished my English course and my teacher said, 'If you need anything, you can call me,' even though I'm not her student anymore. If you have an issue, if you're not quite getting something, you can email or text your teacher; there are also help buttons on every page if you need extra help on assignments. I get a call from one of my teachers at least once a week asking if I'm doing okay, if I need help. I think you get a better way to talk to teachers [in virtual school]. You get that one-on-one.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What's the best part about virtual school for you?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> \u003cem>Carylanne\u003c/em>: First, of course, I get to travel at whatever pace I want to. If I'm having a bad week, or a bad day with my diabetes, it doesn't matter. I have Monday through Sunday to do my work. The flexibility makes it a lot easier. I just signed up for my first eleventh-grade courses. When I started with the virtual school, it was the summer I turned twelve. I had had a computer for gaming purposes, but I had never really been going on the Internet. [Through FLVS], I learned all different kinds of programs like PowerPoint and \u003ca href=\"http://office.microsoft.com/en-us/publisher/\" target=\"_blank\">Microsoft Publisher\u003c/a> and \u003ca href=\"http://www.glogster.com/\" target=\"_blank\">Glogster\u003c/a>, a software that helps you create special posters. It gave me a way to learn how to use the different tools so that someday I can use all these things in the workplace.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Do you interact much with other students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>\u003cem>Carylanne\u003c/em>: There are at least one or two collaboration assignments per course. I found my chemistry course was the easiest one because I was able to find a partner who was willing to work. We use a special chatroom through FLVS. Once, I had a partner who was supposed to meet me in the chatroom at a certain time and they didn't show up, so it was a little bit harder to work with them. Something we're asked a lot is about the lack of socialization being homeschooled or going to virtual school. But I've found that many public school kids seem like they're more shy and have a harder time talking to adults! And with more time on our hands, it's easier to do other activities like volunteering or Girl Scouts or other clubs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/\">Read about Christianne and Carlyanne's mother\u003c/a> and \u003ca href=\"../2011/05/the-highs-and-lows-of-virtual-school-one-teachers-view/\" target=\"_blank\">one instructor's perspectives \u003c/a>on the virtual school experience.\u003c/aside>\n\u003cp>\u003cem>Christianne\u003c/em>: I'm in the newspaper club at FLVS. 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"id": "baycurious",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
},
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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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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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
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