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You can follow him on Twitter:\u003ca href=\"https://twitter.com/PaulDarvasi\"> @pauldarvasi\u003c/a>","avatar":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twitter":"pauldarvasi","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Paul Darvasi | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/pauldarvasi"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_42464":{"type":"posts","id":"mindshift_42464","meta":{"index":"posts_1591205157","site":"mindshift","id":"42464","score":null,"sort":[1447144099000]},"guestAuthors":[],"slug":"how-can-we-harness-the-power-of-learning-beyond-the-school-day","title":"How Can We Harness the Power of Learning Beyond the School Day?","publishDate":1447144099,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Discussions of learning tend to focus on what happens in schools, but many students are learning lots of important skills outside of school through extracurriculars like sports, music, art, politics or any other passion. Often students don’t get recognition for the learning they pursue on their own, and many times they don’t even see their passion as learning at all. The \u003ca href=\"https://chicagocityoflearning.org/\" target=\"_blank\">Chicago City of Learning\u003c/a> project is trying to meet that need by helping connect youth to resources that support their interests and provide validation for the hard work that goes into learning outside the academic setting.\u003c/p>\n\u003cp>Chicago City of Learning started in 2013, growing out of a prolonged teachers strike that prompted the city to think about how it could connect its youth to non-school constructive activities that they might be able to get credit for later. At that time, city official realized there was no centralized place for youth to discover opportunities related to their interests and no way for the city to keep track of the hundreds of organizations offering programming. Chicago City of Learning was born as a mayor’s initiative, but was soon taken over by partner organizations.\u003c/p>\n\u003cp>“It was the first time we had a centralized database where someone could come and search for a program connected to their interests,” said Sybil Madison-Boyd, learning pathways program director for the \u003ca href=\"http://digitalyouthnetwork.org/\" target=\"_blank\">Digital Youth Network\u003c/a>. Madison-Boyd has been actively involved in launching the program and helping it grow in response to feedback from youth and the organizations themselves.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was more of you as an individual going out there, finding something you like, and doing it and exploring it.'\u003ccite>Hope Jernigan, Youth Advisory Council member\u003c/cite>\u003c/aside>\n\u003cp>At first the program focused on the summer months, when kids are out of school and looking for opportunities to fill their time. Now that the program is more mature and has seen some success, the database has proven to be a powerful way for the city to catalog participating organizations, the programs they offer and the geographic diversity of that programming.\u003c/p>\n\u003cp>Often a kid will be connected to an organization that does one specific thing, say, visual arts instruction, but if the kid decides he’s interested in music, that organization might not know where to send him. Now both adults and students can search the Chicago City of Learning website by interest, neighborhood or category.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We can begin to see neighborhoods that don’t have any programs,” Madison-Boyd said. Or, maybe a neighborhood has sports programming, but nothing in the arts or sciences. With a centralized network of programs, the city is beginning to see where it needs to do more work and how left out some communities have been.\u003c/p>\n\u003cp>The digital network has also shared feedback and search data with program providers to help them craft programming that appeals to changing student interests. Madison-Boyd says coding and music programs are always popular, and recently fashion opportunities have been in high demand.\u003c/p>\n\u003cp>Another big part of the City of Learning project has been to help students get recognition for the passions they pursue outside of school. The MacArthur Foundation got involved in the project and recommended \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">digital badges\u003c/a>, one of its \u003ca href=\"https://www.macfound.org/programs/digital-badges/\" target=\"_blank\">areas of investment\u003c/a>. Youth can develop digital portfolios, called “digital backpacks” by Chicago City of Learning, that represent their personalities, interests and achievements beyond school.\u003c/p>\n\u003cp>“We’ve helped partner organizations to design badges to articulate the knowledge and skills the kids have developed,” Madison-Boyd said. And she and her colleagues solicited feedback from a youth council representing a diverse group of student interests, ethnicities and geography.\u003c/p>\n\u003cp>\u003cstrong>YOUTH FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>“They really want to know how the badges related to jobs and college,” Madison-Boyd said. Youth are often balancing the desire to pursue their passions with summer jobs and other commitments. They weren’t interested in badges that didn’t mean anything to anyone else. If badges aren’t taken seriously, most youth said they’d rather take a job and earn some money.\u003c/p>\n\u003cfigure id=\"attachment_42468\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-42468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/CCOL2-400x225.jpg\" alt=\"Sample badges.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Sample badges. \u003ccite>(Michelle Lytle/Courtesy of Chicago City of Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea of a badge has tons of potential,” said Hope Jernigan, now a sophomore at University of Illinois, Chicago and a former member of the Youth Advisory Council. She and her fellow students held focus groups with their peers to collect feedback on the City of Learning program and offer recommendations on how to improve it. Badges were a big part of that feedback.\u003c/p>\n\u003cp>Jernigan said her own experiences with the programming offered through City of Learning was excellent. Over the winter she participated in several programs, including an Art Institute of Chicago program where she got to pick a work of art she liked, write about it and share it on Tumblr.\u003c/p>\n\u003cp>“It was more of you as an individual going out there, finding something you like, and doing it and exploring it,” Jernigan said. “I liked that platform and dynamic of learning, rather than the classroom where someone’s telling you what to do.” She felt the program inspired her own creativity and voice, something she didn’t often experience in more formal academic settings.\u003c/p>\n\u003cp>Jernigan said badges have the potential to bridge the gap between extracurricular activities like those offered through the City of Learning network and the in-school learning that students are compelled to do daily. She’d like to be able to come back from an experience and present a “critical thinking badge” to her teacher, but she says the system is not set up right now to support that kind of collaboration and validation of learning outside the classroom.\u003c/p>\n\u003cp>\u003cstrong>MAKING IT COUNT\u003c/strong>\u003c/p>\n\u003cp>While badges and digital portfolios are far from mainstream, Sybil Madison-Boyd says the program is trying to strengthen its relationship to Chicago Public Schools and its teachers. She’d like to see teachers using badges as a way of learning more about student passions and leveraging that knowledge to strengthen relationships and individualize classroom learning. This year Chicago City of Learning is trying to elevate the idea of the “digital backpack” as a meaningful representation of learning that school administrators and employers take seriously.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/HgLLq7ybDtc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>All 400,000 CPS students have Chicago City of Learning accounts waiting for them, but only about 60,000 accounts are active. Madison-Boyd sees buy-in from teachers as a crucial way to engage students and raise the program’s profile.\u003c/p>\n\u003cp>The Chicago City of Learning team is also trying to use feedback to improve other aspects of the program. They’re highly aware that the resource they are offering is only available online, which brings up the access issues that plague all tech-based solutions.\u003c/p>\n\u003cp>“We’d always been concerned about the fact that the primary communication mechanism that we have is the website,” Madison-Boyd said. “We’ve always been trying to think of ways for kids and families who cannot easily connect to get connected.”\u003c/p>\n\u003cp>To begin addressing this problem, City of Learning ran a mobile van with 30 laptops and Wi-Fi, which visited locations on the south and west sides of Chicago where there weren’t a lot of opportunities for design, making and coding. The van offered a curriculum loosely focused around computational thinking and engaged a cohort of youth at each location. Once a day for five weeks, the same kids showed up to mess around with computer programming, prototype projects and fix things.\u003c/p>\n\u003cfigure id=\"attachment_42467\" class=\"wp-caption aligncenter\" style=\"max-width: 5760px\">\u003cimg class=\"size-full wp-image-42467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/CCOL3.jpg\" alt=\"The mobile vans used in the summer of 2015 to bring computational thinking programming to neighborhoods without access.\" width=\"5760\" height=\"3240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3.jpg 5760w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-960x540.jpg 960w\" sizes=\"(max-width: 5760px) 100vw, 5760px\">\u003cfigcaption class=\"wp-caption-text\">The mobile vans used in the summer of 2015 to bring computational thinking programming to neighborhoods without access. \u003ccite>(Michelle Lytle/Courtesy Chicago City of Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Youth love the van coming to where they are,” said Amy Eshleman, who manages the Mobile Van Initiative. “That’s been really important to address the opportunity gap in Chicago.” The van also traveled to different street fairs, farmers markets and other public events to provide a fun way for youth to learn about Chicago City of Learning and all the opportunities found there.\u003c/p>\n\u003cp>“It’s so important that we’re popping up in places where kids are hanging out and then hopefully activating them to Chicago City of Learning as a resource for things they really like to do,” Madison-Boyd said. The long-term question is whether users signed up in this fashion remain actively engaged with the site.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Chicago City of Learning has engaged 90,410 youth over its two years of existence, enough proof to engender similar programs in Dallas, Washington, D.C. and Pittsburgh. Now the initiative, largely sponsored by the MacArthur Foundation, is getting even bigger with the launch of \u003ca href=\"https://www.lrng.org/\" target=\"_blank\">Cities of LRNG\u003c/a>, a program and platform to connect young people to experiences all over the country.\u003c/p>\n\n","blocks":[],"excerpt":"Several cities are working to link educational opportunities offered by organizations, museums and schools through digital badges that represent all of a student's skills.","status":"publish","parent":0,"modified":1447144354,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/HgLLq7ybDtc"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1509},"headData":{"title":"How Can We Harness the Power of Learning Beyond the School Day? | KQED","description":"Several cities are working to link educational opportunities offered by organizations, museums and schools through digital badges that represent all of a student's skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can We Harness the Power of Learning Beyond the School Day?","datePublished":"2015-11-10T08:28:19.000Z","dateModified":"2015-11-10T08:32:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42464 http://ww2.kqed.org/mindshift/?p=42464","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/10/how-can-we-harness-the-power-of-learning-beyond-the-school-day/","disqusTitle":"How Can We Harness the Power of Learning Beyond the School Day?","path":"/mindshift/42464/how-can-we-harness-the-power-of-learning-beyond-the-school-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Discussions of learning tend to focus on what happens in schools, but many students are learning lots of important skills outside of school through extracurriculars like sports, music, art, politics or any other passion. Often students don’t get recognition for the learning they pursue on their own, and many times they don’t even see their passion as learning at all. The \u003ca href=\"https://chicagocityoflearning.org/\" target=\"_blank\">Chicago City of Learning\u003c/a> project is trying to meet that need by helping connect youth to resources that support their interests and provide validation for the hard work that goes into learning outside the academic setting.\u003c/p>\n\u003cp>Chicago City of Learning started in 2013, growing out of a prolonged teachers strike that prompted the city to think about how it could connect its youth to non-school constructive activities that they might be able to get credit for later. At that time, city official realized there was no centralized place for youth to discover opportunities related to their interests and no way for the city to keep track of the hundreds of organizations offering programming. Chicago City of Learning was born as a mayor’s initiative, but was soon taken over by partner organizations.\u003c/p>\n\u003cp>“It was the first time we had a centralized database where someone could come and search for a program connected to their interests,” said Sybil Madison-Boyd, learning pathways program director for the \u003ca href=\"http://digitalyouthnetwork.org/\" target=\"_blank\">Digital Youth Network\u003c/a>. Madison-Boyd has been actively involved in launching the program and helping it grow in response to feedback from youth and the organizations themselves.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was more of you as an individual going out there, finding something you like, and doing it and exploring it.'\u003ccite>Hope Jernigan, Youth Advisory Council member\u003c/cite>\u003c/aside>\n\u003cp>At first the program focused on the summer months, when kids are out of school and looking for opportunities to fill their time. Now that the program is more mature and has seen some success, the database has proven to be a powerful way for the city to catalog participating organizations, the programs they offer and the geographic diversity of that programming.\u003c/p>\n\u003cp>Often a kid will be connected to an organization that does one specific thing, say, visual arts instruction, but if the kid decides he’s interested in music, that organization might not know where to send him. Now both adults and students can search the Chicago City of Learning website by interest, neighborhood or category.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We can begin to see neighborhoods that don’t have any programs,” Madison-Boyd said. Or, maybe a neighborhood has sports programming, but nothing in the arts or sciences. With a centralized network of programs, the city is beginning to see where it needs to do more work and how left out some communities have been.\u003c/p>\n\u003cp>The digital network has also shared feedback and search data with program providers to help them craft programming that appeals to changing student interests. Madison-Boyd says coding and music programs are always popular, and recently fashion opportunities have been in high demand.\u003c/p>\n\u003cp>Another big part of the City of Learning project has been to help students get recognition for the passions they pursue outside of school. The MacArthur Foundation got involved in the project and recommended \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">digital badges\u003c/a>, one of its \u003ca href=\"https://www.macfound.org/programs/digital-badges/\" target=\"_blank\">areas of investment\u003c/a>. Youth can develop digital portfolios, called “digital backpacks” by Chicago City of Learning, that represent their personalities, interests and achievements beyond school.\u003c/p>\n\u003cp>“We’ve helped partner organizations to design badges to articulate the knowledge and skills the kids have developed,” Madison-Boyd said. And she and her colleagues solicited feedback from a youth council representing a diverse group of student interests, ethnicities and geography.\u003c/p>\n\u003cp>\u003cstrong>YOUTH FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>“They really want to know how the badges related to jobs and college,” Madison-Boyd said. Youth are often balancing the desire to pursue their passions with summer jobs and other commitments. They weren’t interested in badges that didn’t mean anything to anyone else. If badges aren’t taken seriously, most youth said they’d rather take a job and earn some money.\u003c/p>\n\u003cfigure id=\"attachment_42468\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-42468\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/CCOL2-400x225.jpg\" alt=\"Sample badges.\" width=\"400\" height=\"225\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL2-960x540.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Sample badges. \u003ccite>(Michelle Lytle/Courtesy of Chicago City of Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The idea of a badge has tons of potential,” said Hope Jernigan, now a sophomore at University of Illinois, Chicago and a former member of the Youth Advisory Council. She and her fellow students held focus groups with their peers to collect feedback on the City of Learning program and offer recommendations on how to improve it. Badges were a big part of that feedback.\u003c/p>\n\u003cp>Jernigan said her own experiences with the programming offered through City of Learning was excellent. Over the winter she participated in several programs, including an Art Institute of Chicago program where she got to pick a work of art she liked, write about it and share it on Tumblr.\u003c/p>\n\u003cp>“It was more of you as an individual going out there, finding something you like, and doing it and exploring it,” Jernigan said. “I liked that platform and dynamic of learning, rather than the classroom where someone’s telling you what to do.” She felt the program inspired her own creativity and voice, something she didn’t often experience in more formal academic settings.\u003c/p>\n\u003cp>Jernigan said badges have the potential to bridge the gap between extracurricular activities like those offered through the City of Learning network and the in-school learning that students are compelled to do daily. She’d like to be able to come back from an experience and present a “critical thinking badge” to her teacher, but she says the system is not set up right now to support that kind of collaboration and validation of learning outside the classroom.\u003c/p>\n\u003cp>\u003cstrong>MAKING IT COUNT\u003c/strong>\u003c/p>\n\u003cp>While badges and digital portfolios are far from mainstream, Sybil Madison-Boyd says the program is trying to strengthen its relationship to Chicago Public Schools and its teachers. She’d like to see teachers using badges as a way of learning more about student passions and leveraging that knowledge to strengthen relationships and individualize classroom learning. This year Chicago City of Learning is trying to elevate the idea of the “digital backpack” as a meaningful representation of learning that school administrators and employers take seriously.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/HgLLq7ybDtc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>All 400,000 CPS students have Chicago City of Learning accounts waiting for them, but only about 60,000 accounts are active. Madison-Boyd sees buy-in from teachers as a crucial way to engage students and raise the program’s profile.\u003c/p>\n\u003cp>The Chicago City of Learning team is also trying to use feedback to improve other aspects of the program. They’re highly aware that the resource they are offering is only available online, which brings up the access issues that plague all tech-based solutions.\u003c/p>\n\u003cp>“We’d always been concerned about the fact that the primary communication mechanism that we have is the website,” Madison-Boyd said. “We’ve always been trying to think of ways for kids and families who cannot easily connect to get connected.”\u003c/p>\n\u003cp>To begin addressing this problem, City of Learning ran a mobile van with 30 laptops and Wi-Fi, which visited locations on the south and west sides of Chicago where there weren’t a lot of opportunities for design, making and coding. The van offered a curriculum loosely focused around computational thinking and engaged a cohort of youth at each location. Once a day for five weeks, the same kids showed up to mess around with computer programming, prototype projects and fix things.\u003c/p>\n\u003cfigure id=\"attachment_42467\" class=\"wp-caption aligncenter\" style=\"max-width: 5760px\">\u003cimg class=\"size-full wp-image-42467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/10/CCOL3.jpg\" alt=\"The mobile vans used in the summer of 2015 to bring computational thinking programming to neighborhoods without access.\" width=\"5760\" height=\"3240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3.jpg 5760w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/10/CCOL3-960x540.jpg 960w\" sizes=\"(max-width: 5760px) 100vw, 5760px\">\u003cfigcaption class=\"wp-caption-text\">The mobile vans used in the summer of 2015 to bring computational thinking programming to neighborhoods without access. \u003ccite>(Michelle Lytle/Courtesy Chicago City of Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Youth love the van coming to where they are,” said Amy Eshleman, who manages the Mobile Van Initiative. “That’s been really important to address the opportunity gap in Chicago.” The van also traveled to different street fairs, farmers markets and other public events to provide a fun way for youth to learn about Chicago City of Learning and all the opportunities found there.\u003c/p>\n\u003cp>“It’s so important that we’re popping up in places where kids are hanging out and then hopefully activating them to Chicago City of Learning as a resource for things they really like to do,” Madison-Boyd said. The long-term question is whether users signed up in this fashion remain actively engaged with the site.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Chicago City of Learning has engaged 90,410 youth over its two years of existence, enough proof to engender similar programs in Dallas, Washington, D.C. and Pittsburgh. Now the initiative, largely sponsored by the MacArthur Foundation, is getting even bigger with the launch of \u003ca href=\"https://www.lrng.org/\" target=\"_blank\">Cities of LRNG\u003c/a>, a program and platform to connect young people to experiences all over the country.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42464/how-can-we-harness-the-power-of-learning-beyond-the-school-day","authors":["234"],"categories":["mindshift_192","mindshift_20697"],"tags":["mindshift_20928","mindshift_775","mindshift_20929","mindshift_20784","mindshift_1040"],"featImg":"mindshift_42466","label":"mindshift"},"mindshift_40956":{"type":"posts","id":"mindshift_40956","meta":{"index":"posts_1591205157","site":"mindshift","id":"40956","score":null,"sort":[1435585926000]},"guestAuthors":[],"slug":"what-education-technology-could-look-like-over-the-next-five-years","title":"What Education Technology Could Look Like Over the Next Five Years","publishDate":1435585926,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"PmeaaeceW76uOnXIu8Fa2cHS6W5FB6bI\"]\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n","blocks":[],"excerpt":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","status":"publish","parent":0,"modified":1435585926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1703},"headData":{"title":"What Education Technology Could Look Like Over the Next Five Years | KQED","description":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Education Technology Could Look Like Over the Next Five Years","datePublished":"2015-06-29T13:52:06.000Z","dateModified":"2015-06-29T13:52:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40956 http://ww2.kqed.org/mindshift/?p=40956","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/29/what-education-technology-could-look-like-over-the-next-five-years/","disqusTitle":"What Education Technology Could Look Like Over the Next Five Years","path":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20509","mindshift_561","mindshift_775","mindshift_20906","mindshift_544","mindshift_20784","mindshift_1040","mindshift_980","mindshift_820","mindshift_421"],"featImg":"mindshift_40988","label":"mindshift"},"mindshift_40078":{"type":"posts","id":"mindshift_40078","meta":{"index":"posts_1591205157","site":"mindshift","id":"40078","score":null,"sort":[1429552892000]},"guestAuthors":[],"slug":"can-games-and-badges-motivate-college-students-to-learn","title":"Can Games and Badges Motivate College Students to Learn?","publishDate":1429552892,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>At what point does an educator turn to games? K-12 educators have a good track record of using games to engage children, but when it comes to higher education, students are largely on their own. As these digital natives make their way through college, professors are looking to use games and digital media to help students learn. The use of games by educators is often motivated by the desire to better engage students and align instructional practices. Some educators are turning to \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">game-based learning\u003c/a>, but gamification is also serving a purpose.\u003c/p>\n\u003cp>Engagement and games, however, is not without controversy. At the heart of the issue is \u003cem>gamification\u003c/em>, a term commonly defined as the addition of reward systems to non-game settings and contexts. This can take the form of airline loyalty points or gold stars. Many game designers and scholars believe that these extrinsic motivators are not games at all. Rather, they feel that good games should rely on stories, quests and intrinsic challenges. These are characteristics of gameful design or game-based learning, as opposed to the mere badging and points that characterize gamification.\u003c/p>\n\u003cp>If a class runs exactly as it always has, except that students receive badges and points in lieu of marks and grades, is it really a game? Does this question matter if student performance improves due to the draw of extrinsic lures? How does student behaviour change in a strictly gamified class?\u003c/p>\n\u003cp>[contextly_sidebar id=\"TEwRzCPI1hM7myhuskbH8AbuiMrLu5DB\"]\u003c/p>\n\u003cp>These are the questions professor \u003ca href=\"http://finearts.uvic.ca/writing/faculty/leach/\">David Leach\u003c/a> set out to answer with an experiment he conducted at the University of Victoria in British Columbia, Canada. As a prize-winning magazine writer, editor and creative writing teacher, he understands the value of narrative, but he also has an interest in games. “Further reading led me into the discussion—and controversy— around gamification in education. I read a lot of pros versus cons but not a lot of real experimental evidence for the effectiveness of these tools. The Systems CIO at our university gave me research money to run an experiment on the effectiveness of gamification.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To test the advantages and disadvantages of gamification, Leach ran two parallel sections of his Human Uses of Technology course. One was taught as a regular class, while the other section used leaderboards, badges and points and, to a lesser degree, quests. “The stages of various assignments were also described as 'quests' but this was a very superficial narrative element. Mostly, the experiment’s focus was on the crudest use of popular gamification tools,” said Leach.\u003c/p>\n\u003cp>In the end, the gamification group visited the online course site twice as often and spent double the amount of time as the regular class. Their blog posts were submitted earlier and they were significantly more active on the online class forum. A post-game survey revealed that 82% of the students believed that gamification was an effective motivational tool. Surprisingly, despite their higher activity on the class site, the gamified group demonstrated no improved learning outcomes in their academic performance in the course.\u003c/p>\n\u003cp>Leach’s research paper on the experiment concludes that “gamification can offer incentives for online activity and socializing but, on its own, may have little impact on quantifiable learning outcomes.” These results might change with alterations to badge criteria and/or how points are awarded, which might impact how students distribute their efforts.\u003c/p>\n\u003cp>Fortunately, gamified and gameful designs are not mutually exclusive, and combining both may cast the widest motivational net, significantly improving chances to capture hearts and minds.\u003c/p>\n\u003cp>\u003cstrong>A Playbor of Love\u003c/strong>\u003c/p>\n\u003cp>Recasting college level classes as games can be enormously rewarding and beneficial for students and instructors but, as all genuine innovation, hurdles must be cleared.\u003c/p>\n\u003cp>“Story, I think, is the real power of game-based learning,” said Leach, but he underscores a structural challenge to implementation when he adds that “the modular set-up of most university programs — 1.5 hour classes twice per week, students taking four or five different courses at a time — undermine developing that sense of narrative engagement in a university setting.” Can multiple courses be integrated into a single game? Can schedules be abolished to make way for more sophisticated asynchronous gameplay? Time will tell.\u003c/p>\n\u003cp>Leach also believes that universities could \u003ca href=\"http://blogs.kqed.org/mindshift/2015/02/how-professors-can-bolster-inquiry-in-college-using-k-12-tech-tricks/\">look to the K-12 system\u003c/a>, where the emphasis is on pedagogy rather than research. “Mostly, I think university instructors have a lot to learn from K-12 teachers, where there is far more innovation in the fields of game-based learning. The lack of communication between the K-12 and post-secondary realms is a huge barrier to innovation.”\u003c/p>\n\u003cp>Implementing a game-based class also means an increased workload for already busy professors. \u003ca href=\"http://www.bobdeschutter.com/\">Bob De Schutter\u003c/a>, a game design professor at Miami University, writes that it can be a “long and laborious process to get it right.” However, tools like \u003ca href=\"http://3dgamelab.com/\">3D Gamelab\u003c/a>, and the benefit of tried and established models from pioneers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/07/how-games-can-be-used-to-teach-college-level-chinese/\">Lee Sheldon\u003c/a> and Chris Haskell, will all prove helpful to reduce the time commitment for educators who want to jump into the fray.\u003c/p>\n\u003cp>Ultimately, it might be more accurate to frame the extra work as \u003cem>playbor\u003c/em> rather than labor. “Truth of the matter is that I love doing the gameful course,” said De Schutter. “It is fun to ambush students, to bring their heroes in the conversation and to basically game-master a class, and it is just as fun for students to battle each other or slay vampire kitties. That does not necessarily make an already engaging teaching style any more engaging, but it does make your class significantly more awesome.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"K-12 educators are well versed in the use of games for learning, so why don't colleges embrace the same kind of fun? ","status":"publish","parent":0,"modified":1471385776,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":965},"headData":{"title":"Can Games and Badges Motivate College Students to Learn? | KQED","description":"K-12 educators are well versed in the use of games for learning, so why don't colleges embrace the same kind of fun? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Games and Badges Motivate College Students to Learn?","datePublished":"2015-04-20T18:01:32.000Z","dateModified":"2016-08-16T22:16:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40078 http://ww2.kqed.org/mindshift/?p=40078","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/20/can-games-and-badges-motivate-college-students-to-learn/","disqusTitle":"Can Games and Badges Motivate College Students to Learn?","path":"/mindshift/40078/can-games-and-badges-motivate-college-students-to-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At what point does an educator turn to games? K-12 educators have a good track record of using games to engage children, but when it comes to higher education, students are largely on their own. As these digital natives make their way through college, professors are looking to use games and digital media to help students learn. The use of games by educators is often motivated by the desire to better engage students and align instructional practices. Some educators are turning to \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">game-based learning\u003c/a>, but gamification is also serving a purpose.\u003c/p>\n\u003cp>Engagement and games, however, is not without controversy. At the heart of the issue is \u003cem>gamification\u003c/em>, a term commonly defined as the addition of reward systems to non-game settings and contexts. This can take the form of airline loyalty points or gold stars. Many game designers and scholars believe that these extrinsic motivators are not games at all. Rather, they feel that good games should rely on stories, quests and intrinsic challenges. These are characteristics of gameful design or game-based learning, as opposed to the mere badging and points that characterize gamification.\u003c/p>\n\u003cp>If a class runs exactly as it always has, except that students receive badges and points in lieu of marks and grades, is it really a game? Does this question matter if student performance improves due to the draw of extrinsic lures? How does student behaviour change in a strictly gamified class?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>These are the questions professor \u003ca href=\"http://finearts.uvic.ca/writing/faculty/leach/\">David Leach\u003c/a> set out to answer with an experiment he conducted at the University of Victoria in British Columbia, Canada. As a prize-winning magazine writer, editor and creative writing teacher, he understands the value of narrative, but he also has an interest in games. “Further reading led me into the discussion—and controversy— around gamification in education. I read a lot of pros versus cons but not a lot of real experimental evidence for the effectiveness of these tools. The Systems CIO at our university gave me research money to run an experiment on the effectiveness of gamification.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To test the advantages and disadvantages of gamification, Leach ran two parallel sections of his Human Uses of Technology course. One was taught as a regular class, while the other section used leaderboards, badges and points and, to a lesser degree, quests. “The stages of various assignments were also described as 'quests' but this was a very superficial narrative element. Mostly, the experiment’s focus was on the crudest use of popular gamification tools,” said Leach.\u003c/p>\n\u003cp>In the end, the gamification group visited the online course site twice as often and spent double the amount of time as the regular class. Their blog posts were submitted earlier and they were significantly more active on the online class forum. A post-game survey revealed that 82% of the students believed that gamification was an effective motivational tool. Surprisingly, despite their higher activity on the class site, the gamified group demonstrated no improved learning outcomes in their academic performance in the course.\u003c/p>\n\u003cp>Leach’s research paper on the experiment concludes that “gamification can offer incentives for online activity and socializing but, on its own, may have little impact on quantifiable learning outcomes.” These results might change with alterations to badge criteria and/or how points are awarded, which might impact how students distribute their efforts.\u003c/p>\n\u003cp>Fortunately, gamified and gameful designs are not mutually exclusive, and combining both may cast the widest motivational net, significantly improving chances to capture hearts and minds.\u003c/p>\n\u003cp>\u003cstrong>A Playbor of Love\u003c/strong>\u003c/p>\n\u003cp>Recasting college level classes as games can be enormously rewarding and beneficial for students and instructors but, as all genuine innovation, hurdles must be cleared.\u003c/p>\n\u003cp>“Story, I think, is the real power of game-based learning,” said Leach, but he underscores a structural challenge to implementation when he adds that “the modular set-up of most university programs — 1.5 hour classes twice per week, students taking four or five different courses at a time — undermine developing that sense of narrative engagement in a university setting.” Can multiple courses be integrated into a single game? Can schedules be abolished to make way for more sophisticated asynchronous gameplay? Time will tell.\u003c/p>\n\u003cp>Leach also believes that universities could \u003ca href=\"http://blogs.kqed.org/mindshift/2015/02/how-professors-can-bolster-inquiry-in-college-using-k-12-tech-tricks/\">look to the K-12 system\u003c/a>, where the emphasis is on pedagogy rather than research. “Mostly, I think university instructors have a lot to learn from K-12 teachers, where there is far more innovation in the fields of game-based learning. The lack of communication between the K-12 and post-secondary realms is a huge barrier to innovation.”\u003c/p>\n\u003cp>Implementing a game-based class also means an increased workload for already busy professors. \u003ca href=\"http://www.bobdeschutter.com/\">Bob De Schutter\u003c/a>, a game design professor at Miami University, writes that it can be a “long and laborious process to get it right.” However, tools like \u003ca href=\"http://3dgamelab.com/\">3D Gamelab\u003c/a>, and the benefit of tried and established models from pioneers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/07/how-games-can-be-used-to-teach-college-level-chinese/\">Lee Sheldon\u003c/a> and Chris Haskell, will all prove helpful to reduce the time commitment for educators who want to jump into the fray.\u003c/p>\n\u003cp>Ultimately, it might be more accurate to frame the extra work as \u003cem>playbor\u003c/em> rather than labor. “Truth of the matter is that I love doing the gameful course,” said De Schutter. “It is fun to ambush students, to bring their heroes in the conversation and to basically game-master a class, and it is just as fun for students to battle each other or slay vampire kitties. That does not necessarily make an already engaging teaching style any more engaging, but it does make your class significantly more awesome.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40078/can-games-and-badges-motivate-college-students-to-learn","authors":["11107"],"categories":["mindshift_195"],"tags":["mindshift_775","mindshift_20784","mindshift_1040","mindshift_548","mindshift_20655","mindshift_478"],"featImg":"mindshift_40179","label":"mindshift"},"mindshift_17598":{"type":"posts","id":"mindshift_17598","meta":{"index":"posts_1591205157","site":"mindshift","id":"17598","score":null,"sort":[1324661467000]},"guestAuthors":[],"slug":"will-digital-badges-carry-the-same-weight-as-college-degrees","title":"Will Informal Learning Carry the Same Weight as College Degrees?","publishDate":1324661467,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. What's less clear is how much of this digital profile will matter to employers, or if they'll still look for that formal piece of paper, a college degree.\u003c/p>\n\u003cp>Open education advocate and university professor \u003ca href=\"http://opencontent.org/blog/archives/2113\">David Wiley\u003c/a> is optimistic. \"Say I’m Google,\" he \u003ca href=\"http://opencontent.org/blog/archives/2113\">writes on his blog\u003c/a>, \"and I need to hire an engineer. My job ad requirement says 'BS in Computer Science or equivalent.' I get two applicants. The first has a BS in Computer Science from XYZ State College. The second has certificates of successful completion for open courses in data structures and algorithms, artificial intelligence, and machine learning from Stanford and MITx. Do you think I’ll seriously consider candidate two? You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1325286398,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1221},"headData":{"title":"Will Informal Learning Carry the Same Weight as College Degrees? | KQED","description":"Dave Herholz You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- "credit," if you will -- for informal learning done online.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Will Informal Learning Carry the Same Weight as College Degrees?","datePublished":"2011-12-23T17:31:07.000Z","dateModified":"2011-12-30T23:06:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17598 http://blogs.kqed.org/mindshift/?p=17598","disqusUrl":"https://ww2.kqed.org/mindshift/2011/12/23/will-digital-badges-carry-the-same-weight-as-college-degrees/","disqusTitle":"Will Informal Learning Carry the Same Weight as College Degrees?","path":"/mindshift/17598/will-digital-badges-carry-the-same-weight-as-college-degrees","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. What's less clear is how much of this digital profile will matter to employers, or if they'll still look for that formal piece of paper, a college degree.\u003c/p>\n\u003cp>Open education advocate and university professor \u003ca href=\"http://opencontent.org/blog/archives/2113\">David Wiley\u003c/a> is optimistic. \"Say I’m Google,\" he \u003ca href=\"http://opencontent.org/blog/archives/2113\">writes on his blog\u003c/a>, \"and I need to hire an engineer. My job ad requirement says 'BS in Computer Science or equivalent.' I get two applicants. The first has a BS in Computer Science from XYZ State College. The second has certificates of successful completion for open courses in data structures and algorithms, artificial intelligence, and machine learning from Stanford and MITx. Do you think I’ll seriously consider candidate two? You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17598/will-digital-badges-carry-the-same-weight-as-college-degrees","authors":["4352"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_775","mindshift_787","mindshift_68","mindshift_788"],"featImg":"mindshift_14902","label":"mindshift"},"mindshift_17121":{"type":"posts","id":"mindshift_17121","meta":{"index":"posts_1591205157","site":"mindshift","id":"17121","score":null,"sort":[1322503964000]},"guestAuthors":[],"slug":"what-colleges-must-do-to-stay-relevant","title":"What Colleges Must Do to Stay Relevant","publishDate":1322503964,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_17131\" class=\"wp-caption center\" style=\"max-width: 573px\">\u003ca href=\"http://www.flickr.com/photos/j_gresham/2526773442/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-17131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg\" alt=\"\" width=\"573\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg 573w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-400x278.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-320x222.jpg 320w\" sizes=\"(max-width: 573px) 100vw, 573px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For many Americans, going to college has been the next natural step after graduating from high school. A college degree has served not just as a status symbol, but also proof that graduates have mastered a subject and can put the knowledge they've acquired in school to practice.\u003c/p>\n\u003cp>But the value of a college degree is being questioned by those who wonder if there's a better alternative. With free, high-quality education available online, and a growing new movement around \u003ca href=\"http://www.usnews.com/education/blogs/the-college-solution/2011/10/04/digital-badges-could-significantly-impact-higher-education\">nontraditional ways of earning credit for expertise\u003c/a> through digital badges (a digital portfolio of sorts that includes credit for online courses, traditional college courses, and workplace achievements), colleges must find new ways of staying relevant.\u003c/p>\n\u003cp>Distilling a recent \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">New York Times interview\u003c/a> with Richard DeMillo, director of the Center for 21st Century Universities at \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/g/georgia_institute_of_technology/index.html?inline=nyt-org\">Georgia Institute of Technology\u003c/a> and author of \u003cem>Abelard to Apple: The Fate of American Colleges and Universities\u003c/em>, a few imperatives are becoming clear.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>INFORMATION IS PRICELESS\u003c/strong>. With MIT’s \u003ca href=\"http://ocw.mit.edu/index.htm\">OpenCourseWare\u003c/a> – the university’s classes offered online for free – as well as a long list of other \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">quality free educational resources\u003c/a>, the public perception of what holds value in education has changed. Facts and how-to’s are freely available to anyone with Internet access. So why pay upwards of $40,000 a year in tuition? “OpenCourseWare was an important signpost that hammered home the point that the content \u003c!--more-->of a university course was being rapidly commoditized by technology,” DeMillo said \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">in the interview\u003c/a> with \u003cem>New York Times\u003c/em> reporter Tamar Lewin. “If you [college professor] think your value is in 13 weeks of lectures, then exams, it’s true that that’s probably not going to be as valuable in the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>GO STRAIGHT TO THE SOURCE. \u003c/strong>When faced with a huge drop in enrollment in the computer science program at Georgia Tech after the dot-com bust, DeMillo had to find a way to lure students back at a time when everyone believed tech jobs would be outsourced to other countries. Rather than confer with the insular academic community, DeMillo looked out to the real world for advice. He spoke to dozens of video game companies about what they were looking for in computer science grads. “They said they needed people who not only know the technology but were skilled in the art of storytelling, the narrative arc,” he \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?_r=1&adxnnl=1&ref=edlife&adxnnlx=1322501316-er4lPqd7blWTfdYZ7NLwSQ#\">told the \u003cem>Times\u003c/em>\u003c/a>. Armed with this knowledge, he reconfigured the computer science department to allow students to choose two \"interdisciplinary threads,” like computing and media. The lesson? “What engineers are good at is out-of-the-box solutions, prototyping, and not waiting for a big system change to make an improvement.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>THE FUTURE IS WIDE OPEN. \u003c/strong>With more than 120,000 students signed up for Stanford’s online course, more open education sources being added to the list, a new way of building a portfolio through badges, and a growing movement to \u003ca href=\"http://www.uncollege.org/\">deconstruct higher education\u003c/a>, the fate of the university as we know it is unknown. “The only thing we can be sure of, here in 2011, is that there’s going to be a wave of innovation over the next century, and 100 years from now, higher education won’t look the same,” DeMillo said.\u003c/li>\n\u003cli>\u003cstrong>LOOK FORWARD. \u003c/strong>Rather than insisting on adhering to age-old traditions, college presidents must find ways to set these institutions on the road to innovation. “Sometimes you have to be a chief executive officer, make priorities and set a direction that’s different from where you were going before,” DeMillo said. Especially now with the crippled U.S. economy, universities must find ways to add value to students' prospects apart from what they could find on their own.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346965962,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":648},"headData":{"title":"What Colleges Must Do to Stay Relevant | KQED","description":"For many Americans, going to college has been the next natural step after graduating from high school. A college degree has served not just as a status symbol, but also proof that graduates have mastered a subject and can put the knowledge they've acquired in school to practice. But the value of a college degree","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Colleges Must Do to Stay Relevant","datePublished":"2011-11-28T18:12:44.000Z","dateModified":"2012-09-06T21:12:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17121 http://blogs.kqed.org/mindshift/?p=17121","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/28/what-colleges-must-do-to-stay-relevant/","disqusTitle":"What Colleges Must Do to Stay Relevant","path":"/mindshift/17121/what-colleges-must-do-to-stay-relevant","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17131\" class=\"wp-caption center\" style=\"max-width: 573px\">\u003ca href=\"http://www.flickr.com/photos/j_gresham/2526773442/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-17131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg\" alt=\"\" width=\"573\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg 573w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-400x278.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-320x222.jpg 320w\" sizes=\"(max-width: 573px) 100vw, 573px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For many Americans, going to college has been the next natural step after graduating from high school. A college degree has served not just as a status symbol, but also proof that graduates have mastered a subject and can put the knowledge they've acquired in school to practice.\u003c/p>\n\u003cp>But the value of a college degree is being questioned by those who wonder if there's a better alternative. With free, high-quality education available online, and a growing new movement around \u003ca href=\"http://www.usnews.com/education/blogs/the-college-solution/2011/10/04/digital-badges-could-significantly-impact-higher-education\">nontraditional ways of earning credit for expertise\u003c/a> through digital badges (a digital portfolio of sorts that includes credit for online courses, traditional college courses, and workplace achievements), colleges must find new ways of staying relevant.\u003c/p>\n\u003cp>Distilling a recent \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">New York Times interview\u003c/a> with Richard DeMillo, director of the Center for 21st Century Universities at \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/g/georgia_institute_of_technology/index.html?inline=nyt-org\">Georgia Institute of Technology\u003c/a> and author of \u003cem>Abelard to Apple: The Fate of American Colleges and Universities\u003c/em>, a few imperatives are becoming clear.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>INFORMATION IS PRICELESS\u003c/strong>. With MIT’s \u003ca href=\"http://ocw.mit.edu/index.htm\">OpenCourseWare\u003c/a> – the university’s classes offered online for free – as well as a long list of other \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">quality free educational resources\u003c/a>, the public perception of what holds value in education has changed. Facts and how-to’s are freely available to anyone with Internet access. So why pay upwards of $40,000 a year in tuition? “OpenCourseWare was an important signpost that hammered home the point that the content \u003c!--more-->of a university course was being rapidly commoditized by technology,” DeMillo said \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">in the interview\u003c/a> with \u003cem>New York Times\u003c/em> reporter Tamar Lewin. “If you [college professor] think your value is in 13 weeks of lectures, then exams, it’s true that that’s probably not going to be as valuable in the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>GO STRAIGHT TO THE SOURCE. \u003c/strong>When faced with a huge drop in enrollment in the computer science program at Georgia Tech after the dot-com bust, DeMillo had to find a way to lure students back at a time when everyone believed tech jobs would be outsourced to other countries. Rather than confer with the insular academic community, DeMillo looked out to the real world for advice. He spoke to dozens of video game companies about what they were looking for in computer science grads. “They said they needed people who not only know the technology but were skilled in the art of storytelling, the narrative arc,” he \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?_r=1&adxnnl=1&ref=edlife&adxnnlx=1322501316-er4lPqd7blWTfdYZ7NLwSQ#\">told the \u003cem>Times\u003c/em>\u003c/a>. Armed with this knowledge, he reconfigured the computer science department to allow students to choose two \"interdisciplinary threads,” like computing and media. The lesson? “What engineers are good at is out-of-the-box solutions, prototyping, and not waiting for a big system change to make an improvement.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>THE FUTURE IS WIDE OPEN. \u003c/strong>With more than 120,000 students signed up for Stanford’s online course, more open education sources being added to the list, a new way of building a portfolio through badges, and a growing movement to \u003ca href=\"http://www.uncollege.org/\">deconstruct higher education\u003c/a>, the fate of the university as we know it is unknown. “The only thing we can be sure of, here in 2011, is that there’s going to be a wave of innovation over the next century, and 100 years from now, higher education won’t look the same,” DeMillo said.\u003c/li>\n\u003cli>\u003cstrong>LOOK FORWARD. \u003c/strong>Rather than insisting on adhering to age-old traditions, college presidents must find ways to set these institutions on the road to innovation. “Sometimes you have to be a chief executive officer, make priorities and set a direction that’s different from where you were going before,” DeMillo said. Especially now with the crippled U.S. economy, universities must find ways to add value to students' prospects apart from what they could find on their own.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17121/what-colleges-must-do-to-stay-relevant","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_775","mindshift_68","mindshift_346","mindshift_159","mindshift_521"],"featImg":"mindshift_17131","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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