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"disqusTitle": "What's It Like to Be a Molecule? Science Meets Embodied Learning ",
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"content": "\u003cfigure id=\"attachment_25152\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-it-like-to-be-a-molecule-science-meets-embodied-learning/chem_art_directed_1024/\" rel=\"attachment wp-att-25152\">\u003cimg class=\"size-large wp-image-25152\" title=\"chem_art_directed_1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/chem_art_directed_1024-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SMALLab's Chemistry Titration Lab\u003c/figcaption>\u003c/figure>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">\"Embodied learning\" is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is \u003ca href=\"http://smallablearning.com\">SMALLab\u003c/a>, based in Los Angeles. The company has created activities -- check out their \u003ca href=\"http://smallablearning.com/scenarios/browse\">different learning scenarios \u003c/a>-- that use large projected environments as experimental playgrounds of movement connected to learning targets.\u003c/p>\n\u003cp>For example, in \u003ca href=\"http://smallablearning.com/research\">one activity\u003c/a>, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.\u003c/p>\n\u003cp>\u003ca href=\"http://smallablearning.com/research\">In another example,\u003c/a> students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.\u003c/p>\n\u003cp>Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, \"there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, \u003c!--more-->see graphs that change in real time, and feel how their bodies move through the space.\" Its open-source \u003ca href=\"http://smallablearning.com/developer-program\" target=\"_blank\">software development kit\u003c/a> allows schools to create new scenarios.\u003c/p>\n\u003cp>Why go through such lengths to teach this material? According to \u003ca href=\"http://www.ascd.org/research-a-topic/brain-based-learning-resources.aspx\">brain-based learning advocates\u003c/a>, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of \u003ca href=\"http://brainrules.net/\">Brain Rules\u003c/a>, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/two-students-video-game-innovations-in-science/\">2 Students + Video Game = Innovations in Science\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/\">Computer Science With a Twist: Students Hack into Kinect\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">Is it Possible To Combine TV and Active Play?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In \u003ca href=\"http://smallablearning.com/research\">their own research\u003c/a> conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that \"there is a marked increase in the number of \u003cem>student-to-student\u003c/em> and \u003cem>student-discussions\u003c/em> during SMALLab.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For SMALLab to work well, the company recommends that embodied learning activities are one component of the instruction -- not the entire lesson. Order of activities is important as well, as students perform better when traditional instruction occurs before the embodied learning experiences.\u003c/p>\n\u003cp>But the company is cautious about the results. “At this juncture we cannot yet say which components lead to the increase in student learning,” the company says, and they call for further research to analyze the components of embodied learning experience.\u003c/p>\n\u003cp>The company's products are being used in different schools throughout the country. \u003ca href=\"http://www.efsd.net/MiddleSchool.cfm\">Elizabeth Forward Middle School\u003c/a>, outside Pittsburgh, Penn., is using a $20,000 grant to install SMALLab's equipment and curriculum for its STEM program. The company's products are also being used in \u003ca href=\"http://smallablearning.com/smallab-learning-and-einstruction-singapore-announce-global-partnership-k-12-embodied-and-engaging-l\">schools in Singapore\u003c/a>.\u003c/p>\n\u003cp>For schools interested in using embodied learning techniques, can the same results be achieved using low-tech tactics? If the goal is to make sense of and connect authentically with content, what tactics have teachers used that simulate the same concepts?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_25152\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-it-like-to-be-a-molecule-science-meets-embodied-learning/chem_art_directed_1024/\" rel=\"attachment wp-att-25152\">\u003cimg class=\"size-large wp-image-25152\" title=\"chem_art_directed_1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/chem_art_directed_1024-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SMALLab's Chemistry Titration Lab\u003c/figcaption>\u003c/figure>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">\"Embodied learning\" is a new initiative in the field of interactive and game-based learning, in which learning content is combined with physical movement. Among one of the leading organizations in bringing this movement to the classroom is \u003ca href=\"http://smallablearning.com\">SMALLab\u003c/a>, based in Los Angeles. The company has created activities -- check out their \u003ca href=\"http://smallablearning.com/scenarios/browse\">different learning scenarios \u003c/a>-- that use large projected environments as experimental playgrounds of movement connected to learning targets.\u003c/p>\n\u003cp>For example, in \u003ca href=\"http://smallablearning.com/research\">one activity\u003c/a>, students are put into “acids” and “bases” teams to experiment with molecules in a “virtual flask.” Students can add different molecules to the flask to see how their choices affect the simulated environment by using a “glowball” that contains color LEDs. The experiment, as described in a research brief, should show that, “as particles in the flask collide with each another, they undergo one of four reactions based on the general properties of acid and base in aqueous solution.” Here, the movement is necessary to experiment with the creation of acids and bases.\u003c/p>\n\u003cp>\u003ca href=\"http://smallablearning.com/research\">In another example,\u003c/a> students explore concepts in earth science, such as the geological layer cake, and use the glowball and other controllers to experiment with placing fossils in different layers of the earth in different environments, from swamps to mountains.\u003c/p>\n\u003cp>Schools can use the products in two ways, SMALLab and Flow, for a range of topics and grade levels, including sciences, English language arts, and the performing arts. With Flow, teachers can use an existing Interactive Whiteboard or any project surface along with Microsoft’s Kinect motion-capture camera. For schools that use SMALLab equipment, \"there are 12 motion-capture cameras to track students’ movements as they learn in an immersive, interactive space. For example, in the Constant Velocity Scenario, physics students can hear the sounds of their actions getting faster, \u003c!--more-->see graphs that change in real time, and feel how their bodies move through the space.\" Its open-source \u003ca href=\"http://smallablearning.com/developer-program\" target=\"_blank\">software development kit\u003c/a> allows schools to create new scenarios.\u003c/p>\n\u003cp>Why go through such lengths to teach this material? According to \u003ca href=\"http://www.ascd.org/research-a-topic/brain-based-learning-resources.aspx\">brain-based learning advocates\u003c/a>, evidence supports the notion that the work in embodied learning can lead to increased student achievement. John Medina author of \u003ca href=\"http://brainrules.net/\">Brain Rules\u003c/a>, claims that exercise boosts oxygen-rich blood flow to the brain, which helps students concentrate better in school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>READ MORE:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/two-students-video-game-innovations-in-science/\">2 Students + Video Game = Innovations in Science\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/\">Computer Science With a Twist: Students Hack into Kinect\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/combining-tv-and-active-play-microsoft-dives-in/\">Is it Possible To Combine TV and Active Play?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In \u003ca href=\"http://smallablearning.com/research\">their own research\u003c/a> conducted in K-12 schools and museums across the country, SMALLab found that “student learning gains were significantly higher after the SMALLab learning intervention when compared to regular classroom instruction.” In some instances, the company says it found that \"there is a marked increase in the number of \u003cem>student-to-student\u003c/em> and \u003cem>student-discussions\u003c/em> during SMALLab.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25083\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 486px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659992675/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25083\" title=\"5029699103_e1404620eb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5029699103_e1404620eb.jpg\" alt=\"\" width=\"486\" height=\"361\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/5029699103_e1404620eb.jpg 486w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/5029699103_e1404620eb-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/5029699103_e1404620eb-320x238.jpg 320w\" sizes=\"(max-width: 486px) 100vw, 486px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: GoodNCrazy\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/14562108/bill-chappell\" rel=\"author\">Bill Chappell\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Thanksgiving is Thursday, and that means more than 43 million Americans will be on the road, driving to family gatherings. For many parents, the crowded roads can bring another challenge: Keeping a 9-year-old entertained along the way. And sometimes, DVDs are not enough. These days, kids love to tinker with smartphones and tablets, as well.\u003c/p>\n\u003cp>With that in mind, NPR's Renee Montagne spoke with an actual 9-year-old, Jane Frauenfelder, and her father, Mark. Together, they host the podcast \u003ca href=\"http://boingboing.net/tag/appsforkids\">Apps for Kids\u003c/a>.\u003c/p>\n\u003cp>Here's a list of apps the Frauenfelders recommend for traveling kids, in an interview airing on \u003cem>Morning Edition\u003c/em> Wednesday:\u003c/p>\n\u003cp>\u003ca href=\"http://thinkamingo.com/story-dice/\">\u003cstrong>Story Dice\u003c/strong>\u003c/a> — Making up stories is a time-honored way to pass the time on the road. This app gives you the basic elements of a story, in the form of simple images on dice (a face, a king's crown, a rocket, etc.). Players then string the images together.\u003c/p>\n\u003cp>\"What we like to do,\" Mark says, \"is take turns, each of us telling a story that uses all of those elements. And then we, as a family, vote on the best one.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Jane describes a typical story: \"One day, there was a kid on a school bus, and he was carrying a soccer ball. Then it flew out of the school bus, so he had to chase it. Then he met a magical unicorn that gave him a piece of toast.\"\u003c/p>\n\u003cp>\"That's the short version,\" Mark says.\u003c/p>\n\u003cp>The game is similar to \u003ca href=\"http://www.storycubes.com/products/rorys-story-cubes/\">Rory's Story Cubes\u003c/a>, which comes in both app and physical form.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.mobbles.com/\">\u003cstrong>Mobbles\u003c/strong>\u003c/a> — Virtual pets are released weekly in this game, in which digital animals have their own quirks and needs.\u003c/p>\n\u003cp>\"You gotta take care of your Mobble every day,\" Jane says. \"Wash it, play with it, clean it. And it's actually a lot of work.\"\u003c/p>\n\u003cdiv id=\"attachment_25074\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/for-holiday-travel-apps-to-keep-kids-busy/app_travel/\" rel=\"attachment wp-att-25074\">\u003cimg class=\"size-large wp-image-25074\" title=\"app_travel\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/app_travel_custom-67ca8c4fe469976b7107d3e6fd92dabd8dea3629-s4-620x128.jpg\" alt=\"\" width=\"620\" height=\"128\">\u003c/a>\n\u003cp class=\"wp-media-credit\">NPR\u003c/p>\n\u003c/div>\n\u003cp>Jane explains what she sees as the game's most fun feature: \"You can catch Mobbles if you're on the road somewhere. Like, maybe you're in Arizona. Then you can get like, a Mobble from that zone.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.postcardontherun.com\">\u003cstrong>Postcard on the Run\u003c/strong>\u003c/a> — Share images of your trip the old-fashioned way. \"You make a postcard, and then you can actually send it to somebody, in the mail,\" Jane says. \"Like, they make a real copy of it.\"\u003c/p>\n\u003cp>The cards can include a finger-written note, a map — or even a scent, in a feature called \"Smell Mail.\"\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/read-create-or-hear-a-story-apps-for-traveling-with-kids/\">Read, Hear, or Create a Story: Apps for Traveling With Kids\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/\">Apps for Science Experiments, Coding, and Learning Mandarin\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/\">Apps for Learning About Music, Nature and History\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>If that's not enough to fill your little one's time on the road, here are some bonus apps the Frauenfelders recommend trying:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://cobypic.com/\">Cobypic\u003c/a> —\u003c/strong> A coloring book for the digital age: kids fill in drawings with their own colors, chosen from photos taken on a smartphone's camera. The drawings range from simple images to iconic works of art.\u003c/p>\n\u003cp>\"It's kind of like an online coloring book,\" Jane says. \"But it's more fun.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.waze.com/\">\u003cstrong>Waze \u003c/strong>\u003c/a>— Sometimes diversions just won't do, and all a child (and a parent) wants is to get to their destination. Blending GPS maps with real-time tips from other drivers, Waze provides advice that can help you avoid traffic snarls, or find the cheapest nearby gas station.\u003c/p>\n\u003cp>Another feature allows friends to share their current location — and lets Waze's estimated 30 million users chat with one another on the road. Typical topics include speed cameras and lane closures.\u003c/p>\n\u003cp>You can learn more about Jane and her father's podcast, Apps for Kids, on \u003ca href=\"http://boingboing.net/tag/appsforkids\">Boing Boing\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/11/21/165598708/for-holiday-road-trips-apps-that-promise-diversions-for-kids?ft=1&f=1001\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25083\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 486px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659992675/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25083\" title=\"5029699103_e1404620eb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5029699103_e1404620eb.jpg\" alt=\"\" width=\"486\" height=\"361\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/5029699103_e1404620eb.jpg 486w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/5029699103_e1404620eb-400x297.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/5029699103_e1404620eb-320x238.jpg 320w\" sizes=\"(max-width: 486px) 100vw, 486px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: GoodNCrazy\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.npr.org/people/14562108/bill-chappell\" rel=\"author\">Bill Chappell\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Thanksgiving is Thursday, and that means more than 43 million Americans will be on the road, driving to family gatherings. For many parents, the crowded roads can bring another challenge: Keeping a 9-year-old entertained along the way. And sometimes, DVDs are not enough. These days, kids love to tinker with smartphones and tablets, as well.\u003c/p>\n\u003cp>With that in mind, NPR's Renee Montagne spoke with an actual 9-year-old, Jane Frauenfelder, and her father, Mark. Together, they host the podcast \u003ca href=\"http://boingboing.net/tag/appsforkids\">Apps for Kids\u003c/a>.\u003c/p>\n\u003cp>Here's a list of apps the Frauenfelders recommend for traveling kids, in an interview airing on \u003cem>Morning Edition\u003c/em> Wednesday:\u003c/p>\n\u003cp>\u003ca href=\"http://thinkamingo.com/story-dice/\">\u003cstrong>Story Dice\u003c/strong>\u003c/a> — Making up stories is a time-honored way to pass the time on the road. This app gives you the basic elements of a story, in the form of simple images on dice (a face, a king's crown, a rocket, etc.). Players then string the images together.\u003c/p>\n\u003cp>\"What we like to do,\" Mark says, \"is take turns, each of us telling a story that uses all of those elements. And then we, as a family, vote on the best one.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Jane describes a typical story: \"One day, there was a kid on a school bus, and he was carrying a soccer ball. Then it flew out of the school bus, so he had to chase it. Then he met a magical unicorn that gave him a piece of toast.\"\u003c/p>\n\u003cp>\"That's the short version,\" Mark says.\u003c/p>\n\u003cp>The game is similar to \u003ca href=\"http://www.storycubes.com/products/rorys-story-cubes/\">Rory's Story Cubes\u003c/a>, which comes in both app and physical form.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.mobbles.com/\">\u003cstrong>Mobbles\u003c/strong>\u003c/a> — Virtual pets are released weekly in this game, in which digital animals have their own quirks and needs.\u003c/p>\n\u003cp>\"You gotta take care of your Mobble every day,\" Jane says. \"Wash it, play with it, clean it. And it's actually a lot of work.\"\u003c/p>\n\u003cdiv id=\"attachment_25074\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/for-holiday-travel-apps-to-keep-kids-busy/app_travel/\" rel=\"attachment wp-att-25074\">\u003cimg class=\"size-large wp-image-25074\" title=\"app_travel\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/app_travel_custom-67ca8c4fe469976b7107d3e6fd92dabd8dea3629-s4-620x128.jpg\" alt=\"\" width=\"620\" height=\"128\">\u003c/a>\n\u003cp class=\"wp-media-credit\">NPR\u003c/p>\n\u003c/div>\n\u003cp>Jane explains what she sees as the game's most fun feature: \"You can catch Mobbles if you're on the road somewhere. Like, maybe you're in Arizona. Then you can get like, a Mobble from that zone.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.postcardontherun.com\">\u003cstrong>Postcard on the Run\u003c/strong>\u003c/a> — Share images of your trip the old-fashioned way. \"You make a postcard, and then you can actually send it to somebody, in the mail,\" Jane says. \"Like, they make a real copy of it.\"\u003c/p>\n\u003cp>The cards can include a finger-written note, a map — or even a scent, in a feature called \"Smell Mail.\"\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/read-create-or-hear-a-story-apps-for-traveling-with-kids/\">Read, Hear, or Create a Story: Apps for Traveling With Kids\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/\">Apps for Science Experiments, Coding, and Learning Mandarin\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/\">Apps for Learning About Music, Nature and History\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>If that's not enough to fill your little one's time on the road, here are some bonus apps the Frauenfelders recommend trying:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://cobypic.com/\">Cobypic\u003c/a> —\u003c/strong> A coloring book for the digital age: kids fill in drawings with their own colors, chosen from photos taken on a smartphone's camera. The drawings range from simple images to iconic works of art.\u003c/p>\n\u003cp>\"It's kind of like an online coloring book,\" Jane says. \"But it's more fun.\"\u003c/p>\n\u003cp>\u003ca href=\"http://www.waze.com/\">\u003cstrong>Waze \u003c/strong>\u003c/a>— Sometimes diversions just won't do, and all a child (and a parent) wants is to get to their destination. Blending GPS maps with real-time tips from other drivers, Waze provides advice that can help you avoid traffic snarls, or find the cheapest nearby gas station.\u003c/p>\n\u003cp>Another feature allows friends to share their current location — and lets Waze's estimated 30 million users chat with one another on the road. Typical topics include speed cameras and lane closures.\u003c/p>\n\u003cp>You can learn more about Jane and her father's podcast, Apps for Kids, on \u003ca href=\"http://boingboing.net/tag/appsforkids\">Boing Boing\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2012/11/21/165598708/for-holiday-road-trips-apps-that-promise-diversions-for-kids?ft=1&f=1001\">NPR\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/civics_image.png\">\u003cimg class=\"alignleft size-medium wp-image-24257\" title=\"civics_image\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/civics_image-300x167.png\" alt=\"\" width=\"300\" height=\"167\">\u003c/a>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">The online educational video game site \u003ca href=\"http://ww2.kqed.org/mindshift/tag/next-generation-learning-challenges/\">iCivics,\u003c/a> created in 2009 by former Supreme Court Justice Sandra Day O'Connor that features civics curriculum, has partnered with \u003ca href=\"http://everfi.com/\">EverFi\u003c/a>, an ed-tech company focused on K-12 and higher ed. And through the partnership comes a new initiative \u003ca href=\"http://everfi.com/civic-education\">Commons - Digital Town Square\u003c/a>, offered free to all K-12 schools.\u003c/p>\n\u003cp>The focus of Commons - Digital Town Square is to provide schools with standards-based educational gaming, aligned to the Common Core, with social components. Students who play iCivics games will be able to move along at their own pace, according to Kara Hedges-Sasse, Executive Vice President of Product Development at EverFi. “We intend to utilize adaptive-pathing techniques as well as evidence-based practices to help guide each student differently as they learn and ultimately change behaviors,” she said.\u003c/p>\n\u003cp>So how is Commons - Digital Town Square different from iCivics? In addition to having the adaptive feature, it will have a variety of media including simulations and animations as well as pre- and post-assessments and behavioral surveys that “measure changes in students' attitudes and behaviors regarding a variety of civic matters.”\u003c/p>\n\u003cp>Of course, an implicit requirement of using this game is student access to computers. Students \u003c!--more-->and teachers who have access to computers in school will be able to play the games, take assessments, and collaborate with other students virtually. Here's how it works.\u003c/p>\n\u003cp>\u003cstrong>Social Components.\u003c/strong> One of the most interesting features of Commons - Digital Town Square is its social features. Students will be able to interact not only with each in their virtual classroom, but also with other classrooms across the country. Students will be able to create social circles where students can cluster themselves in areas of engagement. Students might work together on projects on the local level or even at the national level.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Badges and Avatars\u003c/strong>. Public badges will be displayed along with each student's avatar. These badges will not only connect to achievements within the platform, such as passing an assessment, but will also be connected to “civic rewards and even mentorships from national and local civic heroes,” according to Hedges-Sasse. Here the social components try foster knowledge of civics, but more importantly civic engagement itself.\u003c/p>\n\u003cp>\u003cstrong>Emerging Standards\u003c/strong>. Commons - Digital Town Square will be leveraging many standards in its design of instruction and assessment, from existing state standards to Common Core. EverFi already maps their existing work to ELA Common Core standards and they plan to “proactively pursue meeting applicable English Language Arts standards.” In addition, many states are already requiring Civics education as part of the social studies curriculum, whether integrated in a general social studies course, or as a stand alone. Currently, 29 states require high school students to take a course in government or civics.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv id=\"attachment_24047\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/blakespot/6994358695/sizes/h/in/photostream/\">\u003cimg class=\"size-large wp-image-24047\" title=\"6994358695_28dc5b4d04_h\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6994358695_28dc5b4d04_h-620x426.jpg\" alt=\"\" width=\"620\" height=\"426\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Blakespot\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">An estimated \u003ca href=\"http://venturebeat.com/2012/02/08/study-u-s-gaming-population-has-nearly-tripled-in-three-years/\">135 million people\u003c/a> play video games, spending \u003ca href=\"http://www.fastcompany.com/1702209/how-video-games-are-infiltrating-and-improving-every-part-our-lives\">three billion hours a week\u003c/a> glued to a screen. But that's not necessarily bad news. In fact, playing video games may be part of an evolutionary leap forward, according to \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, educator and author of the book \u003ca href=\"http://www.amazon.com/Net-Smart-How-Thrive-Online/dp/0262017458\">Net Smart: How to Thrive Online\u003c/a>.\u003c/p>\n\u003cp>Rather than characterizing them as hapless drones wasting time, Rheingold's book contends that this massive population of gamers is part of a growing group of \"supercollaborators,\" as described by Jane McGonigal, director of game research and development at the \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>, who's interviewed in the book.\u003c/p>\n\u003cp>Rheingold connects the dots on collaboration literacy and what he calls \"Social-Digital-Know-How.\" Multi-player games in particular, and virtual communities in general, are technologies that require cooperation. And when you consider the cumulative amount of technical knowledge, these gamers could be the first wave of people who possess what scientists have started calling \"collective IQ.\" Already, gamers who play the online game \u003ca href=\"http://fold.it\">Foldit\u003c/a> have \u003ca href=\"http://www.sciencedaily.com/releases/2011/09/110918144955.htm\">cracked the code\u003c/a> of the structure of a protein-cutting enzyme from an AIDS-like virus, which has eluded scientists for years, and could lead to a new drug.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003c/aside>\n\u003cp>This idea of collective intelligence and digital culture came from French media scholar \u003ca href=\"http://en.wikipedia.org/wiki/Pierre_L%C3%A9vy\">Pierre Lévy,\u003c/a> who argues that a networked culture gives rise to new structures of power, stemming from the ability of diverse groups of people to pool knowledge, collaborate through research, debate interpretations. Together, these groups refine their understanding of the world.\u003c/p>\n\u003cp>Wikipedia is one of the best-known byproducts of this process of refinement and social production. Though the website is still dismissed as a research tool in some education circles because it does not represent a traditionally vetted information source, \u003ca href=\"http://www.danah.org\">danah boyd\u003c/a>, a senior \u003c!--more-->researcher at Microsoft Research and a former student of Rheingold's, counters that students must exercise their investigative skills when they use Wikipedia as a source.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"If educators would shift their thinking about Wikipedia, so much critical thinking could take place,\" she says in an interview with Rheingold in the book.\u003c/p>\n\u003cp>The key value of Wikipedia is transparency. It's not just for information consumers, it's an invitation to participate and leverage new skills. To successfully \"wiki\" is to leverage these useful skills, like analyzing contradictions in facts, contributing to a large body of collective knowledge, and vetting sources.\u003c/p>\n\u003cp>School-aged children -- whether they're in or out of school -- are faced with the ubiquity of networked and collaborative culture. Rheingold says that it's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rheingold has dedicated years to studying human potential and the species’ capacity for cooperation. The outlines of his perspective, breaking the old school “every man for himself” narrative, stem from a distinctly utopian lens. Rheingold’s findings and admonitions serve as a tonic for some of the dystopian views in the mix that predict digital communication will spell doom for humanity.\u003c/p>\n\n",
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"description": "Flickr:Blakespot By Jennie Rose An estimated 135 million people play video games, spending three billion hours a week glued to a screen. But that's not necessarily bad news. In fact, playing video games may be part of an evolutionary leap forward, according to Howard Rheingold, educator and author of the book Net Smart: How to",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24047\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/blakespot/6994358695/sizes/h/in/photostream/\">\u003cimg class=\"size-large wp-image-24047\" title=\"6994358695_28dc5b4d04_h\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6994358695_28dc5b4d04_h-620x426.jpg\" alt=\"\" width=\"620\" height=\"426\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Blakespot\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">An estimated \u003ca href=\"http://venturebeat.com/2012/02/08/study-u-s-gaming-population-has-nearly-tripled-in-three-years/\">135 million people\u003c/a> play video games, spending \u003ca href=\"http://www.fastcompany.com/1702209/how-video-games-are-infiltrating-and-improving-every-part-our-lives\">three billion hours a week\u003c/a> glued to a screen. But that's not necessarily bad news. In fact, playing video games may be part of an evolutionary leap forward, according to \u003ca href=\"http://rheingold.com/\">Howard Rheingold\u003c/a>, educator and author of the book \u003ca href=\"http://www.amazon.com/Net-Smart-How-Thrive-Online/dp/0262017458\">Net Smart: How to Thrive Online\u003c/a>.\u003c/p>\n\u003cp>Rather than characterizing them as hapless drones wasting time, Rheingold's book contends that this massive population of gamers is part of a growing group of \"supercollaborators,\" as described by Jane McGonigal, director of game research and development at the \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>, who's interviewed in the book.\u003c/p>\n\u003cp>Rheingold connects the dots on collaboration literacy and what he calls \"Social-Digital-Know-How.\" Multi-player games in particular, and virtual communities in general, are technologies that require cooperation. And when you consider the cumulative amount of technical knowledge, these gamers could be the first wave of people who possess what scientists have started calling \"collective IQ.\" Already, gamers who play the online game \u003ca href=\"http://fold.it\">Foldit\u003c/a> have \u003ca href=\"http://www.sciencedaily.com/releases/2011/09/110918144955.htm\">cracked the code\u003c/a> of the structure of a protein-cutting enzyme from an AIDS-like virus, which has eluded scientists for years, and could lead to a new drug.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003c/aside>\n\u003cp>This idea of collective intelligence and digital culture came from French media scholar \u003ca href=\"http://en.wikipedia.org/wiki/Pierre_L%C3%A9vy\">Pierre Lévy,\u003c/a> who argues that a networked culture gives rise to new structures of power, stemming from the ability of diverse groups of people to pool knowledge, collaborate through research, debate interpretations. Together, these groups refine their understanding of the world.\u003c/p>\n\u003cp>Wikipedia is one of the best-known byproducts of this process of refinement and social production. Though the website is still dismissed as a research tool in some education circles because it does not represent a traditionally vetted information source, \u003ca href=\"http://www.danah.org\">danah boyd\u003c/a>, a senior \u003c!--more-->researcher at Microsoft Research and a former student of Rheingold's, counters that students must exercise their investigative skills when they use Wikipedia as a source.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"If educators would shift their thinking about Wikipedia, so much critical thinking could take place,\" she says in an interview with Rheingold in the book.\u003c/p>\n\u003cp>The key value of Wikipedia is transparency. It's not just for information consumers, it's an invitation to participate and leverage new skills. To successfully \"wiki\" is to leverage these useful skills, like analyzing contradictions in facts, contributing to a large body of collective knowledge, and vetting sources.\u003c/p>\n\u003cp>School-aged children -- whether they're in or out of school -- are faced with the ubiquity of networked and collaborative culture. Rheingold says that it's hard to think of a realm of human behavior that has not been influenced, in some way, by a form of mass collaboration.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rheingold has dedicated years to studying human potential and the species’ capacity for cooperation. The outlines of his perspective, breaking the old school “every man for himself” narrative, stem from a distinctly utopian lens. Rheingold’s findings and admonitions serve as a tonic for some of the dystopian views in the mix that predict digital communication will spell doom for humanity.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/IrSky41lhUc\u003c/p>\n\u003cp>The \u003ca href=\"http://www.infinitethinking.org\">Infinite Thinking Machine\u003c/a> is back after a summer hiatus. This episode focusing on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">gamification\u003c/a> features a great rundown of learning games and programs, including \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a>, \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, \u003ca href=\"http://olpglobalkids.org/gaming/nyc-haunts\">NYC Haunts\u003c/a>, and Gamedesk, a game company that recently \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">opened a game-based learning school\u003c/a> within a school in Los Angeles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/IrSky41lhUc'\n title='//www.youtube.com/embed/IrSky41lhUc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The \u003ca href=\"http://www.infinitethinking.org\">Infinite Thinking Machine\u003c/a> is back after a summer hiatus. This episode focusing on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">gamification\u003c/a> features a great rundown of learning games and programs, including \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a>, \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, \u003ca href=\"http://olpglobalkids.org/gaming/nyc-haunts\">NYC Haunts\u003c/a>, and Gamedesk, a game company that recently \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">opened a game-based learning school\u003c/a> within a school in Los Angeles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Where Do Educational Games Come From?",
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"content": "\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n",
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"description": "Flickr:Flickingrbrad Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources. The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23927\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660073135/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23927\" title=\"6660073135_a315ee4b17\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/6660073135_a315ee4b17-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingrbrad\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Increasingly, digital games are cropping up everywhere in education. And that’s stimulated a flurry of activity leading to the expectation that no longer are learning games only likely to come from traditional education companies, but a wide variety of sources.\u003c/p>\n\u003cp>The expectation-setting stats and statements, at least, are straightforward. Both the New Media Consortium’s\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/\"> 2012 Horizon Report on higher education\u003c/a> and its 2011 Horizon Report for K-12 put game-based learning in the mainstream (defined as adopted by about 20% of institutions) in the next two-to-three years. “The greatest potential of games for learning lie in their ability to foster collaboration and engage students deeply in the process of learning,” noted the 2012 higher ed collaborative effort of NMC educators and research centers.\u003c/p>\n\u003cp>Then there’s the expectation of the “demand” side: students. An \u003ca href=\"http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report\">Educause survey\u003c/a> last October found 37% of college students use educational games or simulations – and 15% wished their instructors used them more often. Project Tomorrow’s national \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up report\u003c/a> released in April found that 52% of middle school students wanted their “ultimate” school to have games and simulations.\u003c/p>\n\u003cp>Now, it appears, the “supply” side is responding, building on a base of learning game research from this century – or simply taking advantage of heightened expectations. No matter what the motivation, it provides evidence a perceived K-20 trend toward games may actually be real and is spurring activity from places not always thought as hotbeds of hard-core learning game development.\u003c/p>\n\u003cp>\u003cstrong>CONSUMER\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Consumer and learning game worlds have long been separate, with some notable crossovers (Where in the World is Carmen Sandiego and SimCity are two early standouts). But motivated companies are trying to make consumer crossovers more common and even more structured.\u003c!--more-->\u003c/p>\n\u003cp>Take the original Angry Birds, which has been used to teach \u003ca href=\"http://www.good.is/post/atlanta-teacher-uses-angry-birds-for-physics-lessons/\">physics\u003c/a>. Developer Rovio subsequently worked with NASA on the micro-gravity used in Angry Birds Space to improve its educational value (if you can ignore the exploding pigs in vacuum). That collaboration reached a new orbit with the landing of the Mars Curiosity rover and the \u003ca href=\"http://www.nasa.gov/home/hqnews/2012/aug/HQ_12-285_Angry_Birds.html\">release\u003c/a> the same month of an Angry Birds Space: Red Planet update with explicit links to NASA educational \u003ca href=\"http://www.nasa.gov/redplanet/mars.html\">content \u003c/a>about Mars.\u003c/p>\n\u003cp>Another example: Valve, the maker of hit video games such as Half-Life, \u003ca href=\"http://www.geekwire.com/2011/valve-high-hopes-nonsucky-educational-game/\">promoted\u003c/a> its Learn With Portals initiative last year and went on to release education-specific \u003ca href=\"http://www.teachwithportals.com/\">tools and lessons plans\u003c/a> for its Portal and Portal 2 games to help middle-school students learn physics and encourage STEM education.\u003c/p>\n\u003cp>It’s as if educators and companies are taking advantage of improved consumer game engines that allow for more realistic simulations – and the more life-like the fantasy scenarios become, the more applicable they may be for education in the real world.\u003c/p>\n\u003cp>\u003cstrong>NON-PROFITS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Non-profits, including foundations and research labs, are also creating games and simulations for use in education – and some commercial firms are even taking notice.\u003c/p>\n\u003cp>Digital citizenship game house \u003ca href=\"http://www.icivics.org/games\">iCivics\u003c/a> was founded by former Supreme Court Justice Sandra Day O’Connor. In two years, it created 16 digital educational games such as Argument Wars (arguing cases in front of the Supreme Court) and People’s Pie (controlling the federal government budget), along with teaching materials for each. Several of the iCivics games have made their way into BrainPOP’s year-old \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a> site for K-12 classrooms. BrainPOP Chief Operating Officer and General Manager Din Heiman notes many of the 50 or so games on its free GameUp site, “are grant funded, published by universities or by entities strongly affiliated with universities and research centers.”\u003c/p>\n\u003cp>Another non-profit offspring is \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, created by the \u003ca href=\"http://www.instituteofplay.org/about/\">Institute of Play\u003c/a> and released in late 2010. It’s a kind of meta-“learning game” game, designed to teach 7- to 14-year olds systems thinking and game design. Games created by students can be played by other students.\u003c/p>\n\u003cp>Other examples include games from organizations as varied as the \u003ca href=\"http://www.nobelprize.org/educational/\">Nobel Prize\u003c/a> to \u003ca href=\"http://www.generationcures.org/education\">Generation Cures\u003c/a>, based at Children’s Hospital Boston. Not to mention a number of government agencies, and museums such as those of the \u003ca href=\"http://www.si.edu/Encyclopedia/Search/Kids%20Favorites\">Smithsonian\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL INSTITUTIONS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Schools, colleges and universities are creating their own games and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">sims\u003c/a>. And rather than just use them for their own students, they’re sharing.\u003c/p>\n\u003cp>A relatively well-known example is the video game company management simulator \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, originally created by the MIT Sloan School of Management for its own use but made available – for free – to other institutions, and anyone with a web browser, early this year.\u003c/p>\n\u003cp>But there are more game-like – and even quirkier – examples. Take \u003ca href=\"http://cme.stanford.edu/septris/game/index.html\">Septris\u003c/a>. The brainchild of the Stanford University School of Medicine, it tackles education about the deadly complications of \u003ca href=\"http://cme.stanford.edu/septris/\">sepsis \u003c/a>by channeling the classic video game Tetris.\u003c/p>\n\u003cp>In Septris, two “hospital patients” sink fast with alarming vital signs, and players have to race to apply tests and treatments to make a diagnosis and keep them alive. (Sepsis, in real life, can kill a patient only a few hours; in the game, it can happen in as little as two minutes.) While the game is free and can be played on the web or mobile devices, nurses and doctors can level up $20 for a post-game test to get Continuing Medical Education credits. If they succeed.\u003c/p>\n\u003cp>In addition, initiatives like the \u003ca href=\"http://www.stemchallenge.org/winners/2012Youth.aspx\">National STEM Video Game Challenge\u003c/a> encourage students and teachers to create games that can be shared outside their schools’ walls.\u003c/p>\n\u003cp>Cool startups (such as \u003ca href=\"http://www.kuatostudios.com/index.html#\" target=\"_blank\">Kuato\u003c/a>) and established educational companies (such as \u003ca href=\"http://mhecdi.com/pt_about.html\" target=\"_blank\">McGraw-Hill\u003c/a>) are also sources of good learning games, but as the digital games for learning market accelerates, educators may be increasingly looking to – and companies looking over their shoulders at – the playful activities of their counterparts in the consumer, non-profit and academic worlds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He failed miserably at Septris, dashing any lingering hopes of his parents that he might someday be a doctor.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "GameDesk Opens New Game-Based School ",
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"content": "\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23437\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/screen-shot-2012-05-16-at-10-22-24-am-2/\" rel=\"attachment wp-att-23437\">\u003cimg class=\"size-full wp-image-23437\" title=\"Screen-Shot-2012-05-16-at-10.22.24-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Perhaps the best way to think about games in education is not to automatically call everything that looks like fun a “learning game.” Lumping all digital game approaches together makes no more sense than a toddler’s inclination to call every four-legged animal a “doggie.”\u003c/p>\n\u003cp>Game interest is definitely on the upswing in K-12 and higher education. It seems almost cyclical: every several years, almost in sync with the acceptance of new technologies (such as multimedia CD-ROM, then online, then mobile), there’s a surge of activity with games in education.\u003c/p>\n\u003cp>But everything game-like is not a game. And while game purists may wince at this simplification, it helps to consider games in education in terms of \u003cem>gamification\u003c/em>, \u003cem>simulation\u003c/em> and (simply) \u003cem>games\u003c/em>. The three approaches aren’t always exclusive – they’re more of a continuum, or a \u003ca href=\"http://en.wikipedia.org/wiki/Venn_diagram\">Venn\u003c/a> diagram’s overlapping circles – but they are notably different.\u003c/p>\n\u003cp>\u003cstrong>GAMIFICATION \u003c/strong>\u003c/p>\n\u003cp>Gamification is the current bright-shiny of the three terms – and, as a result, is the most used and frequently misused. But the cleanest definition is straightforward: gamification is adding game elements and mechanics to things that aren’t designed to be games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Providing feelings of competence, of being in control and that the outcome matters is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003c/aside>\n\u003cp>Outside of education, some call these “\u003ca href=\"http://tyleraltrup.com/2012/02/27/stop-using-the-g-word-how-to-successfully-pitch-gamification/\">reward, recognition and motivation programs\u003c/a>.” And Alex Chisholm, executive director of the \u003ca href=\"http://learninggamesnetwork.org/\">Learning Games Network\u003c/a>, a spin-off from the MIT Education Arcade and University of Wisconsin, shared an equivalent perspective recently when he noted that saying you’re going to “gamify” something in education means you’re applying game design principles to motivate and inspire learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In apps and software, this is commonly interpreted as adding point systems (sometimes with competitive student leaderboards), badges for accomplishments and levels of progression. One of the highest profile examples of this approach is the \u003ca href=\"http://www.khanacademy.org/about\">Khan Academy\u003c/a>, which layers avatars, energy points and badges on top of completing traditional math activities.\u003c/p>\n\u003cp>But gamification can be done well or poorly.\u003c/p>\n\u003cp>“The first place people go with gamification is ‘rewards.’ There can be dragons,\" says Scott Dodson, a gamification expert and executive with \u003ca href=\"http://www.bobberinteractive.com/about/team/\">Bobber Interactive\u003c/a>. \"Rewards done wrong \u003c!--more-->essentially train the user that the activity is devoid of intrinsic value which leads to amotivation, short-term engagement at best.”\u003c/p>\n\u003cp>Dodson adds that rewards can work, but the way the user experience is framed – providing feelings of competence, of being in control and that the outcome matters – is critical, “and marketers (and frankly most people) don’t really have a clue.”\u003c/p>\n\u003cp>Chisholm expresses similar skepticism when it comes to education. “We’re reserved, if not dubious, about how gamification is employed,” he says, adding it takes a good designer and serious thought about what is actually being gamified.\u003c/p>\n\u003cp>\u003cstrong>SIMULATION\u003c/strong>\u003c/p>\n\u003cp>Mention the original 1989 SimCity as an example and pretty much everyone understands what you mean by a digital simulation that can be used in education. But a good simulation doesn’t have to be game-like. It just has to have both an internally consistent setting with rules and attempt to recreate a real-world scenario or situation.\u003c/p>\n\u003cp>One example: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/\">Platform Wars\u003c/a>, a management simulator used by the MIT Sloan School of Management for its courses and released for \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">public use\u003c/a> in February. In it, the student heads up a video game company and has to make strategic decisions over a decade in simulated time to edge out a competitor’s platform and maximize profits. It’s definitely not flashy, resembling Excel more than Electronic Arts.\u003c/p>\n\u003cp>But that doesn’t mean a simulation can’t be pretty. MediaSpark, which has created business education software for high schools for a number of years, is preparing for the alpha release of \u003ca href=\"http://goventureworld.com/\">GoVenture World\u003c/a>, a web-based, massively multiplayer online role-playing business simulation. In it, players (teenagers and older) can choose a role in manufacturing, law, advertising, retail or investment, deal with each other and sell to simulated consumers. One month in play equals a year in time.\u003c/p>\n\u003cp>Defined another way, “Simulations are re-creations of systems,” says Scott Traylor, who frequently speaks and writes about learning games and is the CEO of digital kids’ content and tech developer \u003ca href=\"http://360kid.org/\">360KID\u003c/a>. That simulation can be of a chemistry lab, gravity or even disaster response. “You are dropped into a situation and the only way you succeed is through trial and error, learning the correct ways of thinking to succeed in a particular role. Does learning occur in a well-designed simulation? You bet. Is this a game? You tell me.”\u003c/p>\n\u003cp>\u003cstrong>(SIMPLY) GAMES\u003c/strong>\u003c/p>\n\u003cp>Successful games in education have a long history, dating back to at least 1985, \u003ca href=\"http://en.wikipedia.org/wiki/Where_in_the_World_Is_Carmen_Sandiego%3F\">Where in the World is Carmen Sandiego\u003c/a> (the first learning product to receive the software industry’s \u003ca href=\"http://www.siia.net/codies/2013/pw_1986.asp\">CODiE award\u003c/a>) and that decade’s Reader Rabbit and Math Blaster, to massively multiplayer, web- and mobile-based learning games of today, like \u003ca href=\"http://us.battle.net/wow/en/\">World of Warcraft\u003c/a>.\u003c/p>\n\u003cp>Games, like simulations, are rule-based. But more so than gamified activities and simulations, there’s usually a strong emphasis on beating the game: that is, playing and winning.\u003c/p>\n\u003cp>“You, as the user, are intrinsically interested in the play experience. If you are engaged at that level, all games have the potential to teach,” notes 360KID’s Traylor. “Good play equals good learning. One example of where learning games tend to go wrong is when game developers apply an A-B-A-B approach to gaming. First you start off by offering some engaging gaming content (A), then you switch to some educational content you must get through in order to return to the game (B).\u003c/p>\n\u003cp>“That’s the chocolate-and-broccoli approach to gaming. Successful learning games seamlessly integrate learning content into the gaming experience,” he says.\u003c/p>\n\u003cp>Chisholm is equally direct, saying the field of game-based educational research has really exploded in the past dozen years. “We don’t want to mimic some of the interesting failures of the multimedia market of the 1990s,” he adds.\u003c/p>\n\u003cp>Traylor echoes the concern. “As people race to develop learning games, only thoughtful and solid collaboration (between gamers and teachers) guided by good research, game development expertise and content expertise will succeed. Learning games could become the latest fad if the market becomes flooded with really bad learning games. That is something I worry about.”\u003c/p>\n\u003cp>Then add in the reality that the lines between gamification, simulation and game aren’t clean: a fuzzy continuum, an overlapping series of circles or, as Bobber’s Dodson suggests, “a triangle, visually” with gamification off the axis and between the others.\u003c/p>\n\u003cp>Take \u003ca href=\"http://minecraftedu.com/\">Minecraft\u003c/a>. Is it a massively multiplayer digital simulation of building with LEGO-like blocks? Or is it a learning game once \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">teachers create projects\u003c/a> for student collaboration using logic gates and objectives?\u003c/p>\n\u003cp>It could be the best response an educator or parent can have, when faced with a digital enthusiast who wants to use games in education, is to first simply ask, “What kind?” And then play on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Frank Catalano\u003c/em>\u003c/strong>\u003cem> is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes the regular Practical Nerd column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"dropcap-serif\">As the gaming in education continues to grow, one of the foremost experts in the field, Constance Steinkuehler, makes the case for why it's important to pay attention to what works in gaming and how it could be applied to learning.\u003c/p>\n\u003cp>At the recent \u003ca href=\"http://www.aspenideas.org\">Aspen Ideas Festival\u003c/a>, Steinkuehler, who's now a Senior Policy Analyst at the \u003ca title=\"Office of Science and Technology Policy\" href=\"http://en.wikipedia.org/wiki/Office_of_Science_and_Technology_Policy\">Office of Science and Technology Policy\u003c/a> in the \u003ca title=\"Executive Office of the President\" href=\"http://en.wikipedia.org/wiki/Executive_Office_of_the_President\">Executive Office of the President\u003c/a>\u003cem>, \u003c/em>spoke with author and researcher \u003ca href=\"http://www.johnseelybrown.com/bio.html\">John Seely Brown\u003c/a> about some of the more prominent issues in gaming and education.\u003c/p>\n\u003cp>\u003cstrong>WHY GAMES?\u003c/strong>\u003c/p>\n\u003cp>In \u003ca href=\"http://eventsnetwork.com/content/games-learning-and-society-constance-squire-white-house-senior-policy-analyst-aspen-ideas-fe\">this video\u003c/a>, she makes a case for the importance of investing in learning more about games and education. \"It will engage [players] in a level of problem solving that's stunning -- and call it fun,\" she says.\u003c/p>\n\u003cp>\u003cobject id=\"flashObj\" width=\"480\" height=\"270\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashVars\" value=\"videoId=1714523373001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"flashvars\" value=\"videoId=1714523373001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"swliveconnect\" value=\"true\">\u003cparam name=\"pluginspage\" value=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003cembed width=\"480\" height=\"270\" type=\"application/x-shockwave-flash\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" flashvars=\"videoId=1714523373001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\" base=\"http://admin.brightcove.com\" seamlesstabbing=\"false\" allowfullscreen=\"true\" swliveconnect=\"true\" allowscriptaccess=\"always\" pluginspage=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c!--more-->SOCIAL EMOTIONAL CONNECTION IN GAMING \u003c/strong>\u003c/p>\n\u003cp>In response to concerns about how gaming has the potential to isolate kids from each other, Steinkuehler talks about the need to figure out the best ways of incorporating games as part of a larger learning system.\u003c/p>\n\u003cp>\"It's the wild wild west right now,\" she says. Though there will be a place for gaming, she says it's not meant to replace face-to-face contact. It's important to figure out what the new model of e-learning looks like.\u003cbr>\n\u003cobject id=\"flashObj\" width=\"480\" height=\"270\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashVars\" value=\"videoId=1715335153001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"flashvars\" value=\"videoId=1715335153001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"swliveconnect\" value=\"true\">\u003cparam name=\"pluginspage\" value=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003cembed width=\"480\" height=\"270\" type=\"application/x-shockwave-flash\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" flashvars=\"videoId=1715335153001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\" base=\"http://admin.brightcove.com\" seamlesstabbing=\"false\" allowfullscreen=\"true\" swliveconnect=\"true\" allowscriptaccess=\"always\" pluginspage=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003cstrong>LEARNING VERSUS ENTERTAINMENT\u003c/strong>\u003c/p>\n\u003cp>What constitutes a good game? Steinkuehler concedes that though there are a lot of \"bad games out there,\" there's a new generation of higher quality games coming.\u003c/p>\n\u003cp>\u003cobject id=\"flashObj\" width=\"480\" height=\"270\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashVars\" value=\"videoId=1714586994001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"flashvars\" value=\"videoId=1714586994001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"swliveconnect\" value=\"true\">\u003cparam name=\"pluginspage\" value=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003cembed width=\"480\" height=\"270\" type=\"application/x-shockwave-flash\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" flashvars=\"videoId=1714586994001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\" base=\"http://admin.brightcove.com\" seamlesstabbing=\"false\" allowfullscreen=\"true\" swliveconnect=\"true\" allowscriptaccess=\"always\" pluginspage=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">As the gaming in education continues to grow, one of the foremost experts in the field, Constance Steinkuehler, makes the case for why it's important to pay attention to what works in gaming and how it could be applied to learning.\u003c/p>\n\u003cp>At the recent \u003ca href=\"http://www.aspenideas.org\">Aspen Ideas Festival\u003c/a>, Steinkuehler, who's now a Senior Policy Analyst at the \u003ca title=\"Office of Science and Technology Policy\" href=\"http://en.wikipedia.org/wiki/Office_of_Science_and_Technology_Policy\">Office of Science and Technology Policy\u003c/a> in the \u003ca title=\"Executive Office of the President\" href=\"http://en.wikipedia.org/wiki/Executive_Office_of_the_President\">Executive Office of the President\u003c/a>\u003cem>, \u003c/em>spoke with author and researcher \u003ca href=\"http://www.johnseelybrown.com/bio.html\">John Seely Brown\u003c/a> about some of the more prominent issues in gaming and education.\u003c/p>\n\u003cp>\u003cstrong>WHY GAMES?\u003c/strong>\u003c/p>\n\u003cp>In \u003ca href=\"http://eventsnetwork.com/content/games-learning-and-society-constance-squire-white-house-senior-policy-analyst-aspen-ideas-fe\">this video\u003c/a>, she makes a case for the importance of investing in learning more about games and education. \"It will engage [players] in a level of problem solving that's stunning -- and call it fun,\" she says.\u003c/p>\n\u003cp>\u003cobject id=\"flashObj\" width=\"480\" height=\"270\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashVars\" value=\"videoId=1714523373001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"flashvars\" value=\"videoId=1714523373001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"swliveconnect\" value=\"true\">\u003cparam name=\"pluginspage\" value=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003cembed width=\"480\" height=\"270\" type=\"application/x-shockwave-flash\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" flashvars=\"videoId=1714523373001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\" base=\"http://admin.brightcove.com\" seamlesstabbing=\"false\" allowfullscreen=\"true\" swliveconnect=\"true\" allowscriptaccess=\"always\" pluginspage=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c!--more-->SOCIAL EMOTIONAL CONNECTION IN GAMING \u003c/strong>\u003c/p>\n\u003cp>In response to concerns about how gaming has the potential to isolate kids from each other, Steinkuehler talks about the need to figure out the best ways of incorporating games as part of a larger learning system.\u003c/p>\n\u003cp>\"It's the wild wild west right now,\" she says. Though there will be a place for gaming, she says it's not meant to replace face-to-face contact. It's important to figure out what the new model of e-learning looks like.\u003cbr>\n\u003cobject id=\"flashObj\" width=\"480\" height=\"270\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashVars\" value=\"videoId=1715335153001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"flashvars\" value=\"videoId=1715335153001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"swliveconnect\" value=\"true\">\u003cparam name=\"pluginspage\" value=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003cembed width=\"480\" height=\"270\" type=\"application/x-shockwave-flash\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" flashvars=\"videoId=1715335153001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\" base=\"http://admin.brightcove.com\" seamlesstabbing=\"false\" allowfullscreen=\"true\" swliveconnect=\"true\" allowscriptaccess=\"always\" pluginspage=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003cstrong>LEARNING VERSUS ENTERTAINMENT\u003c/strong>\u003c/p>\n\u003cp>What constitutes a good game? Steinkuehler concedes that though there are a lot of \"bad games out there,\" there's a new generation of higher quality games coming.\u003c/p>\n\u003cp>\u003cobject id=\"flashObj\" width=\"480\" height=\"270\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashVars\" value=\"videoId=1714586994001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"flashvars\" value=\"videoId=1714586994001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"swliveconnect\" value=\"true\">\u003cparam name=\"pluginspage\" value=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003cembed width=\"480\" height=\"270\" type=\"application/x-shockwave-flash\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" flashvars=\"videoId=1714586994001&playerID=1175267304001&playerKey=AQ~~,AAABDi-KShE~,LggjlaWmc_lXIGzmVWDsBPTZUKRh5bcn&domain=embed&dynamicStreaming=true\" base=\"http://admin.brightcove.com\" seamlesstabbing=\"false\" allowfullscreen=\"true\" swliveconnect=\"true\" allowscriptaccess=\"always\" pluginspage=\"http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23098\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/6-awesome-online-learning-games-for-kids/screen-shot-2012-07-27-at-6-24-30-pm/\" rel=\"attachment wp-att-23098\">\u003cimg class=\"size-large wp-image-23098\" title=\"Screen Shot 2012-07-27 at 6.24.30 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-27-at-6.24.30-PM-620x301.png\" alt=\"\" width=\"620\" height=\"301\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Build-A-Fish interactive game\u003c/figcaption>\u003c/figure>\n\u003ch5>By Almetria Vaba\u003c/h5>\n\u003cp class=\"dropcap-serif\">Summer can be a great opportunity to leverage a child’s interest in specific subjects, like science or history, with their fascination for digital games. \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a>, launched a year ago, has a robust collection of free interactive games to experiment, manipulate, and investigate.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/content/59b12ee1-e6b7-4e21-bfdb-8fb6bf412f6f/\">Amusement Park Physics\u003c/a>\u003cbr>\nHow do physics laws affect amusement park ride design? Find out by designing your own roller coaster in this interactive from Annenberg Learner. Discover how physics laws are used to design a variety of amusement park rides. Understand how physics keep riders safe while providing a thrill.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/content/lsps07.sci.phys.matter.cookingsugar/\">Cooking with Sugar\u003c/a>\u003cbr>\nIn this interactive activity adapted from the Exploratorium, learn how different ingredients and the application of heat influence how different types of candy are made. This activity presents a scientific definition of sugar, including an illustration of a sugar molecule; explains how candy makers prevent crystallization from ruining their creations; and addresses the question: Is sugar bad for your teeth?\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/content/lsps07.sci.life.evo.buildafish/\">Build-a-Fish\u003c/a>\u003cbr>\nIn this interactive activity from Shedd Aquarium, design a fish that has the right adaptations, or traits, to help it survive in a reef environment. Choose a body, mouth, and color/pattern, then release your fish into the ocean reef to search for food and evade predators. Steer your fish around the reef to see how well it survives with the traits that you gave it. Design a fish and release it into \u003c!--more-->the reef to search for food and evade predators. Observe how each fish has unique adaptations that help it survive in its habitat.\u003c/p>\n\u003cp>\u003ca href=\"ca.pbslearningmedia.org/content/6a783177-ca8f-4fc3-b5d3-e166ad4479b7/%20\">Climate Change Challenge\u003c/a>\u003cbr>\nLatino Public Broadcasting's interactive game helps students become knowledgeable about the effects of our choices on the environment. Complete training modules and become certified in the following areas: the carbon cycle, the water cycle, human impact, nature's impact, mitigation and oil spills. After completion of the modules, students play an interactive game about how their personal choices impact the climate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/content/mu10.vk8soc.7-8.nation.crownorcol/\">Mission US \u003c/a>\u003cbr>\nThis multimedia project features free interactive adventure games set in different eras of U.S. history. The first offering, \"For Crown or Colony?\" puts the player in the shoes of Nat Wheeler, a 14-year-old printer's apprentice in 1770 Boston. As Nat navigates the city and completes tasks, he encounters a spectrum of people living and working there when tensions mount before the Boston Massacre. Ultimately, the player determines Nat's fate by deciding where his loyalties lie.\u003c/p>\n\u003cp>\u003ca href=\"http://ca.pbslearningmedia.org/content/mu10.vk8soc.7-8.newnation.flifree/\">Flight to Freedom \u003c/a>\u003cbr>\nIn the latest offering, “Flight to Freedom,” players assume the role of Lucy and become immersed in the experiences of a runaway slave in the years before the Civil War. As the game opens, Lucy is a young slave on the King family’s plantation outside of Lexington.\u003cbr>\nPlayers encounter a diverse group of people – from abolitionists to slave owners – and make decisions that affect the game’s outcome.\u003c/p>\n\u003cp>Find thousands of more games and ideas at \u003ca href=\"http://ca.pbslearningmedia.org/\">PBS Learning Media\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"disqusTitle": "10 Ways to Boost Your Game for Back-to-School",
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"content": "\u003cfigure id=\"attachment_30397\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30397\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8535.jpg\" alt=\"IMG_8535\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In just a few weeks, school will start again in most schools. For teachers gearing up for the new school year, here are some instructive articles that may help get new ideas flowing -- everything from using free online games, free digital media tools, cell phones, Pinterest and Learnist, and creating your own textbooks.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/\">14 FREE AND SIMPLE DIGITAL TOOLS\u003c/a>. With so many free (or inexpensive) useful tech tools out there, editing video, audio, or photos doesn’t have to cost a fortune – or leave you with a headache. If your digital media needs are simple, your tools can be simple, too. We rounded up the best ones for your consideration.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/screen-shot-2012-07-27-at-11-44-38-am/\" rel=\"attachment wp-att-23046\">\u003cimg class=\"alignright size-thumbnail wp-image-23046\" title=\"Screen Shot 2012-07-27 at 11.44.38 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-27-at-11.44.38-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">CAN LEARNING REALLY BE FUN AND GAMES?\u003c/a> For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai’s third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS’s, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">BUILDING GOOD SEARCH SKILLS: WHAT STUDENTS AND TEACHERS NEED TO KNOW.\u003c/a> The Internet has made researching subjects deceptively effortless for students — or so it may seem to them at first. Truth is, students who haven’t been taught the skills to conduct good research will invariably come up short. The following are the hallmarks of a good online search education.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/\">HOW EDUCATORS ARE USING LEARNIST. Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> — a way to catalog online resources on a topic and share them with the user’s social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site’s “learning boards” look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">TRANSFORM MINECRAFT INTO CLASSROOM LESSONS.\u003c/a> Teachers like to use Minecraft because it’s a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> — it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/img_8505/\" rel=\"attachment wp-att-23045\">\u003cimg class=\"size-thumbnail wp-image-23045\" title=\"IMG_8505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8505-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">HOW TEACHERS MAKE CELL PHONES WORK IN CLASS.\u003c/a> In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">PICTURES, POLLS & VIDEOS: HOW TO USE MOBILE PHONES FOR LEARNING. \u003c/a>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students’ mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/\">HOW EDUCATORS ARE USING PINTEREST FOR CURATION.\u003c/a> The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network. Now journalism school faculty are increasingly in on the act.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/4235591661_7de977b8cf_z-2/\" rel=\"attachment wp-att-23047\">\u003cimg class=\"alignright size-thumbnail wp-image-23047\" title=\"4235591661_7de977b8cf_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4235591661_7de977b8cf_z-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">HOW TO CREATE YOUR OWN TEXTBOOK.\u003c/a> As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement\u003c/a> continues to grow and become an even more rich trove of resources, teachers can use the content to make their own interactive textbooks. 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"excerpt": "In just a few weeks, school will start again in most schools. For teachers gearing up for the new school year, here are some instructive articles that may help get new ideas flowing -- everything from using free online games, free digital media tools, cell phones, Pinterest and Learnist, and creating your own textbooks.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30397\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30397\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8535.jpg\" alt=\"IMG_8535\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/IMG_8535-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Erin Scott\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In just a few weeks, school will start again in most schools. For teachers gearing up for the new school year, here are some instructive articles that may help get new ideas flowing -- everything from using free online games, free digital media tools, cell phones, Pinterest and Learnist, and creating your own textbooks.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/\">14 FREE AND SIMPLE DIGITAL TOOLS\u003c/a>. With so many free (or inexpensive) useful tech tools out there, editing video, audio, or photos doesn’t have to cost a fortune – or leave you with a headache. If your digital media needs are simple, your tools can be simple, too. We rounded up the best ones for your consideration.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/screen-shot-2012-07-27-at-11-44-38-am/\" rel=\"attachment wp-att-23046\">\u003cimg class=\"alignright size-thumbnail wp-image-23046\" title=\"Screen Shot 2012-07-27 at 11.44.38 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/Screen-Shot-2012-07-27-at-11.44.38-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">CAN LEARNING REALLY BE FUN AND GAMES?\u003c/a> For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai’s third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS’s, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">BUILDING GOOD SEARCH SKILLS: WHAT STUDENTS AND TEACHERS NEED TO KNOW.\u003c/a> The Internet has made researching subjects deceptively effortless for students — or so it may seem to them at first. Truth is, students who haven’t been taught the skills to conduct good research will invariably come up short. The following are the hallmarks of a good online search education.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/\">HOW EDUCATORS ARE USING LEARNIST. Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> — a way to catalog online resources on a topic and share them with the user’s social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site’s “learning boards” look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">TRANSFORM MINECRAFT INTO CLASSROOM LESSONS.\u003c/a> Teachers like to use Minecraft because it’s a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> — it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/img_8505/\" rel=\"attachment wp-att-23045\">\u003cimg class=\"size-thumbnail wp-image-23045\" title=\"IMG_8505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/IMG_8505-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">HOW TEACHERS MAKE CELL PHONES WORK IN CLASS.\u003c/a> In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/\">PICTURES, POLLS & VIDEOS: HOW TO USE MOBILE PHONES FOR LEARNING. \u003c/a>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students’ mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/\">HOW EDUCATORS ARE USING PINTEREST FOR CURATION.\u003c/a> The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network. Now journalism school faculty are increasingly in on the act.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-ways-to-boost-your-game-for-back-to-school/4235591661_7de977b8cf_z-2/\" rel=\"attachment wp-att-23047\">\u003cimg class=\"alignright size-thumbnail wp-image-23047\" title=\"4235591661_7de977b8cf_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4235591661_7de977b8cf_z-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">HOW TO CREATE YOUR OWN TEXTBOOK.\u003c/a> As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement\u003c/a> continues to grow and become an even more rich trove of resources, teachers can use the content to make their own interactive textbooks. It might seem daunting, but the availability of quality materials online and the power of tapping into personal learning networks should make it easier. Here's how to create a digital textbook and strategies for involving the students in its development in three steps.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/seven-fun-and-cheap-projects-to-try-with-video/\">SEVEN FUN (AND CHEAP CLASS PROJECTS TO TRY WITH VIDEO. \u003c/a>For educators interested in incorporating video into classroom lessons, here are seven projects to dive into.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"meta": {
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
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"source": "American Public Media"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"meta": {
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 5
},
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