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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/tryingyouth/2456237/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12378\" title=\"A Trying Youth\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/A-Trying-Youth-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Google \"photosynthesis\" and you'll see a long list of links to everything from Wikipedia to PBS to the University of Illinois, with plenty of YouTube videos thrown into the mix.\u003c/p>\n\u003cp>To streamline this somewhat random page of results for both educators and learners, a group of education content providers is teaming up to create a better defined framework for education-related searches online.\u003c/p>\n\u003cp>In a move that brings together for the first time traditional content companies and free, open content sites, the Association of Educational Publishers (AEP) and Creative Commons (CC) are partnering to improve search results online the through the creation of a metadata framework specifically for learning resources. That means teachers looking for content -- much of it aligned to Common Core standards -- will be able to more easily find information they need. At least that's the hope.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can do for students what John Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/aside>\n\u003cp>\"Easy access to high-quality learning resources is the end goal of this project,\" said Charlene Gaynor, CEO of Association of Education Publishers at the \u003ca href=\"http://www.contentincontext.org/\">Context in Content\u003c/a> conference today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many of the big-hitters on both sides of the spectrum are involved, including Houghton Mifflin Harcourt, the Institute for the Study of Knowledge Management in Education (ISKME), Curriki, McGraw-Hill Education, Monterey Institute for Technology in Education (MITE), Pearson, Promethean, Scholastic Inc., and SMART Technologies, BetterLesson.\u003c/p>\n\u003cp>“Educators and students miss out on education resources available online because it is takes too long or is too hard to find appropriate content,” said Catherine Casserly, CEO of Creative Commons in a press release. \"A common metadata schema will make this search more efficient and effective so educators can quickly discover the educational resources they want, including those they can reuse under Creative Commons licenses.\"\u003c!--more-->\u003c/p>\n\u003cp>Today's announcement follows on the heels of Google, Yahoo, and Microsoft's \u003ca href=\"http://schema.org/\">Schema.org\u003c/a>, a collaboration between the three major search engines that's billed as a \"\u003ca href=\"http://www.business2community.com/online-marketing/bing-google-yahoo-tell-us-how-to-get-better-search-results-037893\">major step forward in the evolution of search\u003c/a>.\"\u003c/p>\n\u003cp>Likewise, this collaboration is meant to \"create a learning explosion,\" said Shep Ranbom of \u003ca href=\"http://www.iskme.org\">ISKME\u003c/a>. \"This can do for students what Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The partners are hoping to have the function up and running in between six months to a year.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/tryingyouth/2456237/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12378\" title=\"A Trying Youth\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/A-Trying-Youth-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Google \"photosynthesis\" and you'll see a long list of links to everything from Wikipedia to PBS to the University of Illinois, with plenty of YouTube videos thrown into the mix.\u003c/p>\n\u003cp>To streamline this somewhat random page of results for both educators and learners, a group of education content providers is teaming up to create a better defined framework for education-related searches online.\u003c/p>\n\u003cp>In a move that brings together for the first time traditional content companies and free, open content sites, the Association of Educational Publishers (AEP) and Creative Commons (CC) are partnering to improve search results online the through the creation of a metadata framework specifically for learning resources. That means teachers looking for content -- much of it aligned to Common Core standards -- will be able to more easily find information they need. At least that's the hope.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can do for students what John Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/aside>\n\u003cp>\"Easy access to high-quality learning resources is the end goal of this project,\" said Charlene Gaynor, CEO of Association of Education Publishers at the \u003ca href=\"http://www.contentincontext.org/\">Context in Content\u003c/a> conference today.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many of the big-hitters on both sides of the spectrum are involved, including Houghton Mifflin Harcourt, the Institute for the Study of Knowledge Management in Education (ISKME), Curriki, McGraw-Hill Education, Monterey Institute for Technology in Education (MITE), Pearson, Promethean, Scholastic Inc., and SMART Technologies, BetterLesson.\u003c/p>\n\u003cp>“Educators and students miss out on education resources available online because it is takes too long or is too hard to find appropriate content,” said Catherine Casserly, CEO of Creative Commons in a press release. \"A common metadata schema will make this search more efficient and effective so educators can quickly discover the educational resources they want, including those they can reuse under Creative Commons licenses.\"\u003c!--more-->\u003c/p>\n\u003cp>Today's announcement follows on the heels of Google, Yahoo, and Microsoft's \u003ca href=\"http://schema.org/\">Schema.org\u003c/a>, a collaboration between the three major search engines that's billed as a \"\u003ca href=\"http://www.business2community.com/online-marketing/bing-google-yahoo-tell-us-how-to-get-better-search-results-037893\">major step forward in the evolution of search\u003c/a>.\"\u003c/p>\n\u003cp>Likewise, this collaboration is meant to \"create a learning explosion,\" said Shep Ranbom of \u003ca href=\"http://www.iskme.org\">ISKME\u003c/a>. \"This can do for students what Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The partners are hoping to have the function up and running in between six months to a year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_7269\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/hmh-fuse-pilot-study/\">\u003cimg class=\"size-medium wp-image-7269\" title=\"11_1.21_Ipad_Algebra_02381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eighth grade students at Presidio Middle School share an iPad while working on a lesson.\u003c/figcaption>\u003c/figure>\n\u003cp>There's no argument that Silicon Valley startups have influenced how businesses operate. The fact that most companies now count social media strategy as a crucial part of their operation is a testament to the Internet culture infiltrating far beyond the Internet-only based businesses.\u003c/p>\n\u003cp>The same phenomenon is happening in education. Here are five ways tech-based startups in Silicon Valley have influenced education.\u003c/p>\n\u003ch4>1. Social media\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Not long ago, social media and education had absolutely nothing to do with one another. These days, it has become enmeshed in school policy and practice. Schools are figuring out guidelines for using Facebook. Teachers are \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\">using Twitter \u003c/a>to engage and gauge student interaction. They're using \u003ca href=\"http://www.amazon.com/dp/1412959721?tag=weblogged-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=1412959721&adid=10NZ1MHW441ZEVX131PE&\">blogs and wikis\u003c/a> to communicate and to teach. Parents are \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\">friending teachers and schools\u003c/a>. \"If you’re not on Facebook, it's hard to communicate with us,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">said Eric Sheninger\u003c/a>, principal of New Milford High School in Bergen County, New Jersey. \"Our new hub of real time information is Facebook. When I post things about kids' accomplishments, and when students and parents comment, as a principal I'm proud.\"\u003c/p>\n\u003ch4>\u003c!--more-->2. Grassroots growth\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with \u003ca href=\"http://mashable.com/\">Mashable\u003c/a> and \u003ca href=\"http://www.yelp.com/\">Yelp\u003c/a>, the use of Web 2.0 tools in education is proliferating from the ground up. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Educators are finding each other online\u003c/a>, teaming up, and sharing smart tactics on how best to inventively use tech to engage their students and keep up with the quickly changing world outside school walls. They meet and confer online with weekly Twitter meetups on #Edchat, and spread the word about best practices through Twitter and Facebook and their own blog, even if it means \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">circumventing school rules\u003c/a>.\u003c/p>\n\u003ch4>3. User-generated content\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Like Huffington Post, Flickr, Yelp, and the mother of all UGC sites, Wikipedia, forward-thinking educators are incorporating student-created media, feedback, essays, and blogs as part of the curriculum they teach in class. Rather than feeding their students information, they're giving \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">value and recognition to their students' ideas \u003c/a>and encouraging them to think for themselves.\u003c/p>\n\u003ch4>4. Open-source education\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with Linux and Mozilla (creator of your Firefox browser), progressive educators are throwing open their classroom doors and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">sharing their knowledge with each other\u003c/a> and with the world. They're using content sites like \u003ca href=\"http://www.oercommons.org/\">Open Education Resources\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/the-living-book-movement-free-education-for-all/\">CK12\u003c/a> to create and customize their own curriculum, and allowing others to access all of it.\u003c/p>\n\u003ch4>5. Venture capital\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">There may come a day when schools can \"go public,\" so to speak, (as in have stockholders), but until then schools are finding ways to fund new initiatives through private investments. Organizations like \u003ca href=\"http://www.newschools.org/about\">NewSchool Venture Fund\u003c/a> are fueling the growth of charter schools like Rocketship, Green Dot, and Aspire -- and their progress is worth following.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read more about trends in education.\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">6 Ways Social Media is Changing Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">How Learning Environments are Changing\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Trends That Will Shape the Future of Curriculum\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7269\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/tag/hmh-fuse-pilot-study/\">\u003cimg class=\"size-medium wp-image-7269\" title=\"11_1.21_Ipad_Algebra_02381\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eighth grade students at Presidio Middle School share an iPad while working on a lesson.\u003c/figcaption>\u003c/figure>\n\u003cp>There's no argument that Silicon Valley startups have influenced how businesses operate. The fact that most companies now count social media strategy as a crucial part of their operation is a testament to the Internet culture infiltrating far beyond the Internet-only based businesses.\u003c/p>\n\u003cp>The same phenomenon is happening in education. Here are five ways tech-based startups in Silicon Valley have influenced education.\u003c/p>\n\u003ch4>1. Social media\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Not long ago, social media and education had absolutely nothing to do with one another. These days, it has become enmeshed in school policy and practice. Schools are figuring out guidelines for using Facebook. Teachers are \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\">using Twitter \u003c/a>to engage and gauge student interaction. They're using \u003ca href=\"http://www.amazon.com/dp/1412959721?tag=weblogged-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=1412959721&adid=10NZ1MHW441ZEVX131PE&\">blogs and wikis\u003c/a> to communicate and to teach. Parents are \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\">friending teachers and schools\u003c/a>. \"If you’re not on Facebook, it's hard to communicate with us,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">said Eric Sheninger\u003c/a>, principal of New Milford High School in Bergen County, New Jersey. \"Our new hub of real time information is Facebook. When I post things about kids' accomplishments, and when students and parents comment, as a principal I'm proud.\"\u003c/p>\n\u003ch4>\u003c!--more-->2. Grassroots growth\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with \u003ca href=\"http://mashable.com/\">Mashable\u003c/a> and \u003ca href=\"http://www.yelp.com/\">Yelp\u003c/a>, the use of Web 2.0 tools in education is proliferating from the ground up. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Educators are finding each other online\u003c/a>, teaming up, and sharing smart tactics on how best to inventively use tech to engage their students and keep up with the quickly changing world outside school walls. They meet and confer online with weekly Twitter meetups on #Edchat, and spread the word about best practices through Twitter and Facebook and their own blog, even if it means \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">circumventing school rules\u003c/a>.\u003c/p>\n\u003ch4>3. User-generated content\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">Like Huffington Post, Flickr, Yelp, and the mother of all UGC sites, Wikipedia, forward-thinking educators are incorporating student-created media, feedback, essays, and blogs as part of the curriculum they teach in class. Rather than feeding their students information, they're giving \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">value and recognition to their students' ideas \u003c/a>and encouraging them to think for themselves.\u003c/p>\n\u003ch4>4. Open-source education\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">As with Linux and Mozilla (creator of your Firefox browser), progressive educators are throwing open their classroom doors and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/\">sharing their knowledge with each other\u003c/a> and with the world. They're using content sites like \u003ca href=\"http://www.oercommons.org/\">Open Education Resources\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/the-living-book-movement-free-education-for-all/\">CK12\u003c/a> to create and customize their own curriculum, and allowing others to access all of it.\u003c/p>\n\u003ch4>5. Venture capital\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">There may come a day when schools can \"go public,\" so to speak, (as in have stockholders), but until then schools are finding ways to fund new initiatives through private investments. Organizations like \u003ca href=\"http://www.newschools.org/about\">NewSchool Venture Fund\u003c/a> are fueling the growth of charter schools like Rocketship, Green Dot, and Aspire -- and their progress is worth following.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read more about trends in education.\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">6 Ways Social Media is Changing Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">How Learning Environments are Changing\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Trends That Will Shape the Future of Curriculum\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"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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"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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"marketplace": {
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"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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"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?",
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"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.",
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"possible": {
"id": "possible",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"radiolab": {
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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