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"content": "\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>[contextly_sidebar id=\"59b4cadb358270cee5020acc13c33608\"]\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?” Reisinger said.\u003c/p>\n\n",
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"excerpt": "One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The Open Education movement has been a powerful way for teachers to take content into their own hands, compiling and repackaging lessons that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">suit their individual classrooms \u003c/a>and learning goals. There are lots of great Open Education Resources (OER) available online for educators to use. Edutopia has put together a nice guide to some of the best free sites and has included ideas on how to turn the information into lessons and textbooks.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">MindShift's list of Open Education Resources \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">ideas\u003c/a> for using them too.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.edutopia.org/images/graphics/specialreports/oer-roundup-300x195.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.edutopia.org/open-educational-resources-guide?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=110613%20enews%20%28actives%20AB%2030percent%206-9AM%2040K%20throttle%29%20OER%20remainder&utm_content=&spMailingID=7325410&spUserID=MjcyOTIyODExMjUS1&spJobID=96642948&spReportId=OTY2NDI5NDgS1\" target=\"_blank\">Open Educational Resources (OER): Resource Roundup\u003c/a>Resources by Topic: OER, a part of the global open content movement, are shared teaching, learning, and research resources available under legally recognized open licenses-free for people to reuse, revise, remix, and redistribute. Why are OER important? High-quality OER can save teachers significant time and effort on resource development and advance student learning inside and outside the classroom.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.edutopia.org%2Fopen-educational-resources-guide%3Futm_source%3DSilverpopMailing%26utm_medium%3Demail%26utm_campaign%3D110613%2520enews%2520%2528actives%2520AB%252030percent%25206-9AM%252040K%2520throttle%2529%2520OER%2520remainder%26utm_content%3D%26spMailingID%3D7325410%26spUserID%3DMjcyOTIyODExMjUS1%26spJobID%3D96642948%26spReportId%3DOTY2NDI5NDgS1\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.edutopia.org\" target=\"_blank\">Edutopia\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Open Education movement has been a powerful way for teachers to take content into their own hands, compiling and repackaging lessons that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/\">suit their individual classrooms \u003c/a>and learning goals. There are lots of great Open Education Resources (OER) available online for educators to use. Edutopia has put together a nice guide to some of the best free sites and has included ideas on how to turn the information into lessons and textbooks.\u003c/p>\n\u003cp>Check out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">MindShift's list of Open Education Resources \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">ideas\u003c/a> for using them too.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.edutopia.org/images/graphics/specialreports/oer-roundup-300x195.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.edutopia.org/open-educational-resources-guide?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=110613%20enews%20%28actives%20AB%2030percent%206-9AM%2040K%20throttle%29%20OER%20remainder&utm_content=&spMailingID=7325410&spUserID=MjcyOTIyODExMjUS1&spJobID=96642948&spReportId=OTY2NDI5NDgS1\" target=\"_blank\">Open Educational Resources (OER): Resource Roundup\u003c/a>Resources by Topic: OER, a part of the global open content movement, are shared teaching, learning, and research resources available under legally recognized open licenses-free for people to reuse, revise, remix, and redistribute. Why are OER important? High-quality OER can save teachers significant time and effort on resource development and advance student learning inside and outside the classroom.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.edutopia.org%2Fopen-educational-resources-guide%3Futm_source%3DSilverpopMailing%26utm_medium%3Demail%26utm_campaign%3D110613%2520enews%2520%2528actives%2520AB%252030percent%25206-9AM%252040K%2520throttle%2529%2520OER%2520remainder%26utm_content%3D%26spMailingID%3D7325410%26spUserID%3DMjcyOTIyODExMjUS1%26spJobID%3D96642948%26spReportId%3DOTY2NDI5NDgS1\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.edutopia.org\" target=\"_blank\">Edutopia\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/pkdouyk/242231027/sizes/m/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/242231027_6761ad3da3-300x300.jpg\" alt=\"242231027_6761ad3da3\" title=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-26959\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">While the \u003ca href=\"http://en.wikipedia.org/wiki/Open_content\">open content\u003c/a> movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms.\u003c/p>\n\u003cp>But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources.\u003c/p>\n\u003cp>“People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of \u003ca href=\"http://funnymonkey.com/\">FunnyMonkey\u003c/a>, a Portland, Ore.-based open educational resources company, during a presentation at \u003ca href=\"http://educonphilly.org/\">Educon 2.5\u003c/a>. “And it shifts [an understanding] about what open content is.”\u003c/p>\n\u003cp>That shift is understandable. In education, open content refers to any textbooks, lesson plans, supplemental educational resources, or other educational artifacts that can be freely modified to suit educators’ individual needs. Access to open content is often free or more affordable than proprietary alternatives, so for cash-strapped schools and resourceful teachers who want to go beyond what traditional textbooks offer, this movement, which is \u003ca href=\"http://www.openeducationweek.org/\">being celebrated next month\u003c/a>, can be a game-changer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano 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 a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He attended every event listed here, and even spoke at a few of them.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano 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 a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He attended every event listed here, and even spoke at a few of them.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23650\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 571px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\">\u003cimg class=\"size-full wp-image-23650\" title=\"1348258211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp class=\"dropcap-serif\">California is one step closer to bringing free online textbooks for state college students, a huge step for the open education movement. A \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">historic bill\u003c/a> on the desk of Governor Jerry Brown would give college professors, and thereby students, an option to use free online, customizable curriculum rather than print textbooks, for which students spend upwards of $1,000 per year. The measure establishes the first free digital library for the University of California, the California State University and California Community College systems.\u003c/p>\n\u003cp>If the bill passes, students of 50 most popular lower-division courses could access the content through an online portal at little or no cost. Faculty members would be able to remix and repurpose the digital content as they see fit, rather than having to rely on print textbooks.\u003c/p>\n\u003cp>A \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">similar effort is underway \u003c/a>in the state of Washington, led by the Washington State Board for Community & Technical Colleges, which seeks to create an Open Course Library that will include inexpensive online educational content. [\u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Read more\u003c/a> about some of the challenges they're contending with.]\u003c/p>\n\u003cp>Dean Florez, president and CEO of the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, who helped craft the bill for State Senate President Pro Tem Darryl Steinberg, says the content within the digital library would \u003c!--more-->also be interactive, with links to chat rooms also known as \"open study halls.\"\u003c/p>\n\u003cp>“Our students are so used to being networked … we really see these books as ‘social books,’” Florez said. “Students become engaged with each other, not through the professor, but through the book itself.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It would take $10 million in start-up costs to develop California’s first open source college library. The state would provide half of that amount; the other half has to be matched by foundations and other private sector players.\u003c/p>\n\u003cp>Textbook publishers have been reluctant to endorse the bill because the shift would substantially undercut their profits. The Association of American Publishers executive director Bruce Hildebrand says while textbook producers are not against open-source materials, they don’t like “when the government wants to go into competition to become publishers.”\u003c/p>\n\u003cp>But Florez says the state would not create these e-books. Instead, the state will be relying on content creators to collaborate with faculty, education tech developers in Silicon Valley and elsewhere to create innovative enhancements. The materials would then be placed under Creative Commons licensing, which allows students and educators to customize curriculum by choosing content from different resources.\u003c/p>\n\u003cp>Florez says faculty will have the final say in which e-books will be chosen because an amendment to the bill establishes the Open Resource Council comprised of UC, CSU and community college professors. These faculty members will be in charge of pinpointing which lower division courses should benefit from open source materials, what e-books get approved, and how often the content should be updated.\u003c/p>\n\u003cp>“[The measure] asks our faculty members to put their stamp of the approval on these books. These are the faculty members that will be using [the books]. I think that was a great improvement in the bill.”\u003c/p>\n\u003cp>The Governor has until the end of the month to sign or veto the legislation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23650\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 571px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\">\u003cimg class=\"size-full wp-image-23650\" title=\"1348258211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">thinkstock\u003c/p>\n\u003c/div>\n\u003ch5>By Ana Tintocalis\u003c/h5>\n\u003cp class=\"dropcap-serif\">California is one step closer to bringing free online textbooks for state college students, a huge step for the open education movement. A \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">historic bill\u003c/a> on the desk of Governor Jerry Brown would give college professors, and thereby students, an option to use free online, customizable curriculum rather than print textbooks, for which students spend upwards of $1,000 per year. The measure establishes the first free digital library for the University of California, the California State University and California Community College systems.\u003c/p>\n\u003cp>If the bill passes, students of 50 most popular lower-division courses could access the content through an online portal at little or no cost. Faculty members would be able to remix and repurpose the digital content as they see fit, rather than having to rely on print textbooks.\u003c/p>\n\u003cp>A \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">similar effort is underway \u003c/a>in the state of Washington, led by the Washington State Board for Community & Technical Colleges, which seeks to create an Open Course Library that will include inexpensive online educational content. [\u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Read more\u003c/a> about some of the challenges they're contending with.]\u003c/p>\n\u003cp>Dean Florez, president and CEO of the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, who helped craft the bill for State Senate President Pro Tem Darryl Steinberg, says the content within the digital library would \u003c!--more-->also be interactive, with links to chat rooms also known as \"open study halls.\"\u003c/p>\n\u003cp>“Our students are so used to being networked … we really see these books as ‘social books,’” Florez said. “Students become engaged with each other, not through the professor, but through the book itself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It would take $10 million in start-up costs to develop California’s first open source college library. The state would provide half of that amount; the other half has to be matched by foundations and other private sector players.\u003c/p>\n\u003cp>Textbook publishers have been reluctant to endorse the bill because the shift would substantially undercut their profits. The Association of American Publishers executive director Bruce Hildebrand says while textbook producers are not against open-source materials, they don’t like “when the government wants to go into competition to become publishers.”\u003c/p>\n\u003cp>But Florez says the state would not create these e-books. Instead, the state will be relying on content creators to collaborate with faculty, education tech developers in Silicon Valley and elsewhere to create innovative enhancements. The materials would then be placed under Creative Commons licensing, which allows students and educators to customize curriculum by choosing content from different resources.\u003c/p>\n\u003cp>Florez says faculty will have the final say in which e-books will be chosen because an amendment to the bill establishes the Open Resource Council comprised of UC, CSU and community college professors. These faculty members will be in charge of pinpointing which lower division courses should benefit from open source materials, what e-books get approved, and how often the content should be updated.\u003c/p>\n\u003cp>“[The measure] asks our faculty members to put their stamp of the approval on these books. These are the faculty members that will be using [the books]. I think that was a great improvement in the bill.”\u003c/p>\n\u003cp>The Governor has until the end of the month to sign or veto the legislation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Open Education is Changing the Texture of Content",
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"content": "\u003cfigure id=\"attachment_21792\" class=\"wp-caption alignright\" style=\"max-width: 571px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/134825821-2/\" rel=\"attachment wp-att-21792\">\u003cimg class=\"size-full wp-image-21792\" title=\"134825821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content.\u003c/p>\n\u003cp>Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of instructional content that are more “chunky,” beginning as a scattered landscape of digital pieces that are then assembled to support full courses\u003c/p>\n\u003cp>The trend, steady and apparently inexorable, is inspired by higher education, driven by financial pressures, propelled by foundations and the federal government, and enabled by technology.\u003c/p>\n\u003cp>Digital course materials are, of course, nothing new. One of the highest-profile such initiatives, MIT’s OpenCourseWare, is a \u003ca href=\"http://ocw.mit.edu/about/our-history/\">decade old\u003c/a>. And digital textbooks, which have morphed from crude PDF representations of paper books to interactive \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">iBooks\u003c/a>, have also been available for years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course.\u003c/p>\n\u003c/aside>\n\u003cp>Now, digital curriculum -- in both college and K-12 -- seems to be shifting from attempts to break apart comprehensive digital textbooks to meet classroom needs, to building up lessons and courseware from individual instructional chunks. And that has the potential to make the traditional definition of “textbook” somewhat quaint.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Encouraging this acceleration of digital chunky content, in large part, is the Open Educational \u003c!--more-->Resources (OER) movement.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/600px-us-deptofeducation-seal-svg/\" rel=\"attachment wp-att-21793\">\u003cimg class=\"alignright size-thumbnail wp-image-21793\" title=\"600px-US-DeptOfEducation-Seal.svg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/600px-US-DeptOfEducation-Seal.svg_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>OER, though \u003ca href=\"http://en.wikipedia.org/wiki/Open_educational_resources\">definitions\u003c/a> vary, is at its heart digital instructional content that's designed to be mixed, modified and shared. In other words, a teacher can pick and choose learning elements he or she needs for a lesson from a variety of sources, make changes, use those lessons in class, and theoretically then distribute either the individual pieces or the completed combination to other educators for their use.\u003c/p>\n\u003cp>It’s like creating your own music playlist by choosing tracks from various artists and sequencing them any way you want.\u003c/p>\n\u003cp>Overall, four core factors have come together to fuel the rise of digital content, including OER pieces, across the educational landscape, from kindergarten to college:\u003c/p>\n\u003cp>\u003cstrong>PRICE\u003c/strong>. Ask any educator the appeal of OER you'll likely to hear, “It’s free content.” While that may not always be true (there is OER available to institutions by subscription through the delightfully named \u003ca href=\"http://hippocampus.org/\">HippoCampus\u003c/a>, for example), and not all digital content is OER (just ask any education industry company), perceptions do matter. And the perception that a lot of quality content is available for only the cost of labor has led a lot of school districts and teachers to try it during difficult budget times.\u003c/p>\n\u003cp>\u003cstrong>AVAILABILITY\u003c/strong>. Spurred by entrepreneurs and fueled by funding from, among others, the Gates and Hewlett Foundations (as well as the continued efforts of long-time educational publishers and ed-tech companies), there's simply a lot more digital content on the web than there used to be, for example \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos and materials from \u003ca href=\"http://www.nasa.gov/audience/foreducators/index.html\">NASA\u003c/a>. But significantly more has been developed by existing educational powerhouses, start-ups and educators themselves. Anything digital, and granular enough, works.\u003c/p>\n\u003cp>\u003cstrong>DISCOVERABILITY\u003c/strong>. A big challenge has simply been finding what online materials exist on the web beyond known repositories such as \u003ca href=\"http://www.curriki.org/\">Curriki\u003c/a>. Two very prominent, and public, initiatives are tackling this.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/learningregistry1/\" rel=\"attachment wp-att-21794\">\u003cimg class=\"alignleft size-medium wp-image-21794\" title=\"LearningRegistry1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/LearningRegistry1-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>Last November, the U.S. Departments of Education and Defense \u003ca href=\"http://www.educause.edu/blog/jcummings/FederalLearningRegistryforDigi/241549\">launched\u003c/a> the beta of the \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>, which is basically a directory of kindergarten-through-adult digital education resources from a wide variety of government, state, district and private sources. What makes the Registry unique is that any provider can register content (the National Archives, Smithsonian and PBS were among the early participants), and any educator can quickly find lessons plans and content specific to his or her unique needs based on subject, grade level or other criteria. And the Learning Registry doesn’t just reside at one address on the web; it’s more of a embeddable, distributed index that can be \u003ca href=\"http://demolearningregistry.sri.com/browse/index.html?search=\">browsed\u003c/a> from many websites.\u003c/p>\n\u003cp>A second, related effort is the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a>. Steered by the Association of Educational Publishers and Creative Commons, LRMI is a fast-tracked project, launched just last June, to make it easier to find educational resources via major search engines such as Google, Bing, and Yahoo. At its core, this is about consistently tagging digital educational content – no matter who creates it – with metadata that search engines understand.\u003c/p>\n\u003cp>Taken together, the hope is that LRMI and the Learning Registry will go a long way toward solving the problem of highlighting appropriate educational chunks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/cc-large/\" rel=\"attachment wp-att-21795\">\u003cimg class=\"alignright size-thumbnail wp-image-21795\" title=\"cc.large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/cc.large_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>FLEXIBILITY\u003c/strong>. A large part of the appeal of digital chunked content is its flexibility. Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course (but keep the old one, just in case the astronomical \u003ca href=\"http://en.wikipedia.org/wiki/File:Pluto_Protest_and_Counter_Protest.jpg\">protests\u003c/a> are successful). And flexibility goes beyond delivery via pixel.\u003c/p>\n\u003cp>Utah, for example, has the Utah Open Textbook high school science curriculum. Created from OER content, the course textbooks are then printed and distributed. But the cost is $5.35 per book, versus about $80 for a traditional science textbook, prompting the project’s \u003ca href=\"https://twitter.com/#%21/opencontent\">David Wiley\u003c/a> to \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">note\u003c/a> at this year’s SXSWedu conference that these become books kids mark up and keep, rather than having to turn in at the end of the year.\u003c/p>\n\u003cp>In higher education, \u003ca href=\"http://academicpub.sharedbook.com/academicpub/\">AcademicPub\u003c/a> allows digital textbooks to be created with a mix of copyrighted (paid) and open (free) content. The automated process leads to a custom electronic or paper book – essentially, a digital course pack. And there are several other examples.\u003c/p>\n\u003cp>But the increased use of chunked digital content, especially OER, is not without pitfalls. The overused phrase, “free like a puppy, not free like a beer,” applies to any effort that replaces publisher cost with teacher labor to find, assemble and maintain content (even if, once assembled ,content is shared). And if the materials aren’t printed, every student has to have access to a hardware device that properly displays the content.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Yet flexible, “free,” and findable may trump the downsides as digital curriculum adds more do-it-yourself options alongside its pre-built counterparts – as long as no student or teacher trips over the chunks.\u003c/p>\n\u003ch5>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\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\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"description": "By Frank Catalano Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content. Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21792\" class=\"wp-caption alignright\" style=\"max-width: 571px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/134825821-2/\" rel=\"attachment wp-att-21792\">\u003cimg class=\"size-full wp-image-21792\" title=\"134825821\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/1348258211.jpg\" alt=\"\" width=\"571\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211.jpg 571w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-400x262.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/1348258211-320x210.jpg 320w\" sizes=\"(max-width: 571px) 100vw, 571px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">Schools are moving from creamy to chunky -- but not in relation to cafeteria peanut butter. The change in texture is happening with content.\u003c/p>\n\u003cp>Instruction that was structured linearly, captured in books that were all-inclusive monoliths with a predetermined progression for a uniform, somewhat “creamy” consistency, is shifting to newer forms of instructional content that are more “chunky,” beginning as a scattered landscape of digital pieces that are then assembled to support full courses\u003c/p>\n\u003cp>The trend, steady and apparently inexorable, is inspired by higher education, driven by financial pressures, propelled by foundations and the federal government, and enabled by technology.\u003c/p>\n\u003cp>Digital course materials are, of course, nothing new. One of the highest-profile such initiatives, MIT’s OpenCourseWare, is a \u003ca href=\"http://ocw.mit.edu/about/our-history/\">decade old\u003c/a>. And digital textbooks, which have morphed from crude PDF representations of paper books to interactive \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">iBooks\u003c/a>, have also been available for years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course.\u003c/p>\n\u003c/aside>\n\u003cp>Now, digital curriculum -- in both college and K-12 -- seems to be shifting from attempts to break apart comprehensive digital textbooks to meet classroom needs, to building up lessons and courseware from individual instructional chunks. And that has the potential to make the traditional definition of “textbook” somewhat quaint.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Encouraging this acceleration of digital chunky content, in large part, is the Open Educational \u003c!--more-->Resources (OER) movement.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/600px-us-deptofeducation-seal-svg/\" rel=\"attachment wp-att-21793\">\u003cimg class=\"alignright size-thumbnail wp-image-21793\" title=\"600px-US-DeptOfEducation-Seal.svg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/600px-US-DeptOfEducation-Seal.svg_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>OER, though \u003ca href=\"http://en.wikipedia.org/wiki/Open_educational_resources\">definitions\u003c/a> vary, is at its heart digital instructional content that's designed to be mixed, modified and shared. In other words, a teacher can pick and choose learning elements he or she needs for a lesson from a variety of sources, make changes, use those lessons in class, and theoretically then distribute either the individual pieces or the completed combination to other educators for their use.\u003c/p>\n\u003cp>It’s like creating your own music playlist by choosing tracks from various artists and sequencing them any way you want.\u003c/p>\n\u003cp>Overall, four core factors have come together to fuel the rise of digital content, including OER pieces, across the educational landscape, from kindergarten to college:\u003c/p>\n\u003cp>\u003cstrong>PRICE\u003c/strong>. Ask any educator the appeal of OER you'll likely to hear, “It’s free content.” While that may not always be true (there is OER available to institutions by subscription through the delightfully named \u003ca href=\"http://hippocampus.org/\">HippoCampus\u003c/a>, for example), and not all digital content is OER (just ask any education industry company), perceptions do matter. And the perception that a lot of quality content is available for only the cost of labor has led a lot of school districts and teachers to try it during difficult budget times.\u003c/p>\n\u003cp>\u003cstrong>AVAILABILITY\u003c/strong>. Spurred by entrepreneurs and fueled by funding from, among others, the Gates and Hewlett Foundations (as well as the continued efforts of long-time educational publishers and ed-tech companies), there's simply a lot more digital content on the web than there used to be, for example \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos and materials from \u003ca href=\"http://www.nasa.gov/audience/foreducators/index.html\">NASA\u003c/a>. But significantly more has been developed by existing educational powerhouses, start-ups and educators themselves. Anything digital, and granular enough, works.\u003c/p>\n\u003cp>\u003cstrong>DISCOVERABILITY\u003c/strong>. A big challenge has simply been finding what online materials exist on the web beyond known repositories such as \u003ca href=\"http://www.curriki.org/\">Curriki\u003c/a>. Two very prominent, and public, initiatives are tackling this.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/learningregistry1/\" rel=\"attachment wp-att-21794\">\u003cimg class=\"alignleft size-medium wp-image-21794\" title=\"LearningRegistry1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/LearningRegistry1-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>Last November, the U.S. Departments of Education and Defense \u003ca href=\"http://www.educause.edu/blog/jcummings/FederalLearningRegistryforDigi/241549\">launched\u003c/a> the beta of the \u003ca href=\"http://www.learningregistry.org/\">Learning Registry\u003c/a>, which is basically a directory of kindergarten-through-adult digital education resources from a wide variety of government, state, district and private sources. What makes the Registry unique is that any provider can register content (the National Archives, Smithsonian and PBS were among the early participants), and any educator can quickly find lessons plans and content specific to his or her unique needs based on subject, grade level or other criteria. And the Learning Registry doesn’t just reside at one address on the web; it’s more of a embeddable, distributed index that can be \u003ca href=\"http://demolearningregistry.sri.com/browse/index.html?search=\">browsed\u003c/a> from many websites.\u003c/p>\n\u003cp>A second, related effort is the \u003ca href=\"http://lrmi.net/\">Learning Resource Metadata Initiative\u003c/a>. Steered by the Association of Educational Publishers and Creative Commons, LRMI is a fast-tracked project, launched just last June, to make it easier to find educational resources via major search engines such as Google, Bing, and Yahoo. At its core, this is about consistently tagging digital educational content – no matter who creates it – with metadata that search engines understand.\u003c/p>\n\u003cp>Taken together, the hope is that LRMI and the Learning Registry will go a long way toward solving the problem of highlighting appropriate educational chunks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-open-education-is-changing-the-texture-of-content/cc-large/\" rel=\"attachment wp-att-21795\">\u003cimg class=\"alignright size-thumbnail wp-image-21795\" title=\"cc.large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/cc.large_-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>FLEXIBILITY\u003c/strong>. A large part of the appeal of digital chunked content is its flexibility. Pluto’s planetary status in flux? Swap out chunks without wiping out the lesson or course (but keep the old one, just in case the astronomical \u003ca href=\"http://en.wikipedia.org/wiki/File:Pluto_Protest_and_Counter_Protest.jpg\">protests\u003c/a> are successful). And flexibility goes beyond delivery via pixel.\u003c/p>\n\u003cp>Utah, for example, has the Utah Open Textbook high school science curriculum. Created from OER content, the course textbooks are then printed and distributed. But the cost is $5.35 per book, versus about $80 for a traditional science textbook, prompting the project’s \u003ca href=\"https://twitter.com/#%21/opencontent\">David Wiley\u003c/a> to \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">note\u003c/a> at this year’s SXSWedu conference that these become books kids mark up and keep, rather than having to turn in at the end of the year.\u003c/p>\n\u003cp>In higher education, \u003ca href=\"http://academicpub.sharedbook.com/academicpub/\">AcademicPub\u003c/a> allows digital textbooks to be created with a mix of copyrighted (paid) and open (free) content. The automated process leads to a custom electronic or paper book – essentially, a digital course pack. And there are several other examples.\u003c/p>\n\u003cp>But the increased use of chunked digital content, especially OER, is not without pitfalls. The overused phrase, “free like a puppy, not free like a beer,” applies to any effort that replaces publisher cost with teacher labor to find, assemble and maintain content (even if, once assembled ,content is shared). And if the materials aren’t printed, every student has to have access to a hardware device that properly displays the content.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet flexible, “free,” and findable may trump the downsides as digital curriculum adds more do-it-yourself options alongside its pre-built counterparts – as long as no student or teacher trips over the chunks.\u003c/p>\n\u003ch5>\u003cem>\u003cstrong>Frank Catalano\u003c/strong>\u003c/em>\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\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\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_20894\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/goincase/5227334827/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-20894\" title=\"5227334827_80de8a689f_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5227334827_80de8a689f_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flickr: Incase\u003c/figcaption>\u003c/figure>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp class=\"dropcap-serif\">Back in 2001, MIT launched \u003ca href=\"http://www.ocw.mit.edu/\">OpenCourseWare\u003c/a>, a bold idea to put world-class MIT professors’ lectures, syllabi and resources online \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">to the world for free\u003c/a>. Today, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">Open Education Resources\u003c/a> (OER) industry leaders \u003ca href=\"http://www.kqed.org/a/forum/R201204091000\">are arguing that the free content \u003c/a>is only the starting point.\u003c/p>\n\u003cp>The next stage of the open education movement has evolved into Massive Online Open Courses (MOOCs) -- the key word being \"massive,\" as in drawing tens or hundreds of thousands of students. Last fall, Sebastian Thrun's Artificial Intelligence course \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/stanford-for-everyone-more-than-120000-enroll-in-free-classes/\">enrolled 160,000 students\u003c/a> and Thrun recently gave up tenure at Stanford to start \u003ca href=\"mailto:http://www.udacity.com/\">Udacity\u003c/a>, a company that will offer more MOOCs.\u003c/p>\n\u003cp>But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university \u003ca href=\"mailto:http://p2pu.org/en/\">P2PU,\u003c/a> preaches three building blocks: community, recognition and content.\u003c/p>\n\u003cp>\"It was totally clear to me [several years ago] that content is only the starting point,” Schmidt said at recently at a SXSW session. “The really exciting stuff is going to be the learning, the assessments and the stuff that you need the content for. In a way, we started P2PU because institutions weren't doing it. How do we build community around it and recognition for this open content is my question.\"\u003c/p>\n\u003cp>The Stanford professors \u003ca href=\"http://www.youtube.com/watch?v=LtmdiPUGGe8\">readily admit \u003c/a>that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It was totally clear to me that content is only the starting point.\"\u003c/p>\n\u003c/aside>\n\u003cp>You’d expect MIT to tout its content as the solution. But that’s not how Steve Carson, director of external affairs for OpenCourseWare, describes the benefits of their project.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The most exciting thing is that the last six months of open education have been spectacularly disruptive,” Carson says. “It was kind of a sleepy enterprise for the last 10 years where MIT was doing its thing and there were other projects doing their thing. It was all good and there were positive global benefits, but in the past 10 years I've heard people say campus-based education \u003c!--more-->better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago.\"\u003c/p>\n\u003cp>Carson argues that MIT’s work is merely a necessary transitory experiment. It only puts classes and course material online, but you still have to watch, frequently from the back of the room, as the professor lectures students. He compares it to Wikipedia. MIT’s videos and materials provide deep references on a subject -- but not the actual courses themselves.\u003c/p>\n\u003cp>Carson is a big fan of Schmidt’s work. At P2PU, they run online courses that can be taught by a peer (you can create your own course), and they heavily promote the social part of learning. They have a peer mentor program to help students get through their courses and have the most users teaching web development courses, although Schmidt says they'll be doing less of that. Schmidt believes that even with all the OER in the world, the way people learn is by being excited about it, by making things (even if it is just a blog post) and working together.\u003c/p>\n\u003cp>\"The things I care most about is collaborative skills, are you a good communicator, can you get stuff done?” Schmidt says. “I think that's the number one thing that isn't being assessed anywhere that is super important. That's what you ask when someone wants a job from you: do they get stuff done.\"\u003c/p>\n\u003cp>Carson likes Schmidt’s focus on community, recognition and content because he argues it is more important to discover successful learning techniques rather than merely sign up 100,000 students online. He sees promoting big-sized classes as a way to bring attention to the issue.\u003c/p>\n\u003cp>\"I think one of the higher level struggles these MOOCs are injecting themselves into is to change the way higher education as it is practiced on campus,\" Carson said. \"It is an opportunity to show faculty members different ways the Internet can support learning.\"\u003c/p>\n\u003cp>And what exactly is the problem all these groups are trying to solve? It's the sudden acceleration of global higher education demand.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"[MOOCs] are changing the way higher education as it is practiced on campus.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"If you look at the scope and scale of the educational need in the world we're going to need all of our educational systems firing on all cylinders to come close to even meeting the educational demand emerging in the world,” Carson said. “You could offer a thousand courses enrolling a 100,000 students each and you would not even be scratching the surface of the need in India and China and other developing regions. So we need these educational techniques to solve this problem.”\u003c/p>\n\u003cp>It took 11 years to get from the launch of OpenCourseWare to the point where a Stanford professor would walk away from a tenure position to launch another online learning venture. So how long will it take to build this next phase? For computer science, experiments like Thrun’s suggest that it may not take that long. Other types of courses Schmidt describes as important don't yet exist. And P2PU is still a relatively small community of around 30,000 members. Other countries have small experiments building \u003ca href=\"mailto:http://www.nytimes.com/2012/03/19/world/europe/19iht-educlede19.html%3Fpagewanted=2\">OER and digital courses using high tech solutions like 3-D simulations\u003c/a>, but no strong business model to scale their open efforts.\u003c/p>\n\u003cp>\"We probably haven't fully made the transition to digitally native pedagogies and learning approaches,\" Carson said. \"The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20264\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-can-open-education-transform-learning/5600678778_5d2cbde495/\" rel=\"attachment wp-att-20264\">\u003cimg class=\"size-medium wp-image-20264\" title=\"5600678778_5d2cbde495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5600678778_5d2cbde495-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: NP_Josh\u003c/p>\n\u003c/div>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement \u003c/a>grows, the ripple effects of what it means for teachers to take control of \u003cem>what\u003c/em> they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just a few paths that the open education movement is creating.\u003c/p>\n\u003cp>At the\u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-big-ideas-fest\"> Big Ideas Fest\u003c/a> in December, we spoke to stakeholders in open education about how it's transforming learning.\u003c/p>\n\u003cp>For some, like \u003cstrong>Una Daly\u003c/strong>, associate director of Open College Textbooks the movement is inevitable. Open education is a natural progression in the freeing and sharing of information on the Internet. \"Open education is an evolutionary step in making sharing easier for students teachers and public,\" she said.\u003c/p>\n\u003cp>\u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks,” points out that customizable content allows educators to meet each of their students' specific needs, unlike the rigid text format.\u003c/p>\n\u003cp>But for public school teacher \u003cstrong>Constance Moore\u003c/strong>, who teaches art in Oakland, Calif., the logistics of finding open education resources online is a major challenge. \"You can't get online,\" she said. \u003c!--more-->\"You can barely send a fax from a lot of public schools. There's a big gap between what's available and how to access it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And that's exactly the point made by \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign learning environments. Long is worried that all the available resources online will get into the hands of those who already have means, leaving those who don't even further behind.\u003c/p>\n\u003cp>\"Those who have leverage, power and resources are going to pull it off, and those who don't will be further marginalized in terms of opportunity,\" Long said. If the debate is tangled around issues like \"public versus private versus charter, we're going to wake up sooner rather than later with a massive discrepancy.\"\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/iX95qyN2-Ro\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/iX95qyN2-Ro\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Co-produced with Matthew Williams.]\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20264\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-can-open-education-transform-learning/5600678778_5d2cbde495/\" rel=\"attachment wp-att-20264\">\u003cimg class=\"size-medium wp-image-20264\" title=\"5600678778_5d2cbde495\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5600678778_5d2cbde495-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: NP_Josh\u003c/p>\n\u003c/div>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement \u003c/a>grows, the ripple effects of what it means for teachers to take control of \u003cem>what\u003c/em> they teach is being witnessed across all spectrums in education. Customizable content, sharing and becoming part of a community, and deconstructing entrenched ideologies about what constitutes quality learning materials -- these are just a few paths that the open education movement is creating.\u003c/p>\n\u003cp>At the\u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-big-ideas-fest\"> Big Ideas Fest\u003c/a> in December, we spoke to stakeholders in open education about how it's transforming learning.\u003c/p>\n\u003cp>For some, like \u003cstrong>Una Daly\u003c/strong>, associate director of Open College Textbooks the movement is inevitable. Open education is a natural progression in the freeing and sharing of information on the Internet. \"Open education is an evolutionary step in making sharing easier for students teachers and public,\" she said.\u003c/p>\n\u003cp>\u003cstrong>Neeru Khosla\u003c/strong>, founder of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12\u003c/a>, a nonprofit open education source for free Web-based content in the form of digital “Flexbooks,” points out that customizable content allows educators to meet each of their students' specific needs, unlike the rigid text format.\u003c/p>\n\u003cp>But for public school teacher \u003cstrong>Constance Moore\u003c/strong>, who teaches art in Oakland, Calif., the logistics of finding open education resources online is a major challenge. \"You can't get online,\" she said. \u003c!--more-->\"You can barely send a fax from a lot of public schools. There's a big gap between what's available and how to access it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And that's exactly the point made by \u003cstrong>Christian Long\u003c/strong>, vice president of education at \u003ca href=\"http://www.cannondesign.com/\">Cannon Design\u003c/a>, a firm that works with school districts to redesign learning environments. Long is worried that all the available resources online will get into the hands of those who already have means, leaving those who don't even further behind.\u003c/p>\n\u003cp>\"Those who have leverage, power and resources are going to pull it off, and those who don't will be further marginalized in terms of opportunity,\" Long said. If the debate is tangled around issues like \"public versus private versus charter, we're going to wake up sooner rather than later with a massive discrepancy.\"\u003c/p>\n\u003cp>Watch the full interviews \u003ca href=\"http://youtu.be/iX95qyN2-Ro\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/iX95qyN2-Ro\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>[Co-produced with Matthew Williams.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Create Your Own Textbook -- With or Without Apple",
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"content": "\u003cfigure id=\"attachment_18547\" class=\"wp-caption left\" style=\"max-width: 423px\">\u003ca href=\"http://www.flickr.com/photos/marquette/4235591661/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18547\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg\" alt=\"\" width=\"423\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg 423w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-400x355.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-320x284.jpg 320w\" sizes=\"(max-width: 423px) 100vw, 423px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Dolores Gende\u003c/h5>\n\u003cp class=\"dropcap-serif\">Apple's iBooks2 and authoring app has created big waves in education circles. But smart educators don't necessarily need Apple's slick devices and software to create their own books. How educators think of content \u003ca href=\"http://en.wikipedia.org/wiki/Digital_curation\">curation\u003c/a> in the classroom is enough to change their reliance on print textbooks.\u003c/p>\n\u003cp>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.\u003c/p>\n\u003cp>Here's how to create a digital textbook and strategies for involving the students in its development in three steps.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">1. \u003cstrong>AGGREGATION\u003c/strong>.\u003c/span> Gather all your sources of information. The best way to aggregate content is through social bookmarking with great online tools like \u003ca href=\"http://www.delicious.com/dgende\">Delicious\u003c/a> and \u003ca href=\"http://www.diigo.com/user/dgende\">Diigo\u003c/a>, which allow you to bookmark sites that can be seen and shared online. As Diigo's web site explains it, the site \"allows teachers to highlight critical features within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves. (\u003ca href=\"http://player.vimeo.com/video/12687333?title=0&byline=0&portrait=0\">Watch this video\u003c/a> to see how to do this step-by-step.)\u003c/p>\n\u003cp>Teachers can work with colleagues within their subject area departments and beyond the walls of the classroom to aggregate resources through social bookmarking. Invaluable sources of \u003c!--more-->information for professional learning come through Personal Learning Networks (PLN) in \u003ca href=\"http://twitter.com/#%21/dgende\">Twitter \u003c/a> and from RSS feeds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also try \u003ca href=\"http://paper.li/\">Paper.li\u003c/a> or \u003ca href=\"http://tweetedtimes.com/\">The Twitted Times\u003c/a>\u003ca>, \u003c/a>which will sift through your connections’ resources and organize them.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>2. CURATION\u003c/strong>.\u003c/span> While aggregation is collecting Web sites, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/scoop-it/\">the process of curation \u003c/a>involves a deeper analysis of those sites to select the ones that have the most relevant information for a particular topic. Use your subject area syllabus, state standards or learning objectives to hand pick the content for a particular unit of study. Focus on the \u003ca href=\"http://www.greenville.k12.sc.us/league/esques.html\">essential questions\u003c/a> to help you choose resources. Use the most powerful potential of Web tools to make your textbook engaging by using images, videos and \u003ca href=\"http://journeyintech.blogspot.com/2011/04/science-simulations-virtual-learning.html\">simulations\u003c/a>.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>One of the most user-friendly tools to post resources for your course is \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a>. Another great tool for curation is \u003ca href=\"www.scoop.it/\">Scoop-it!\u003c/a>, which allows you to create your own online magazine. (See how articles related to physics are curated on Scoop-it's \u003ca href=\"http://www.scoop.it/t/physicslearn\">PhysicsLearn\u003c/a>.)\u003c/p>\n\u003cp>You can find many more useful tools for curation. Check out \u003ca href=\"http://www.webadvantage.net/webadblog/30-plus-cool-content-curation-tools-for-personal-professional-use-3922\">30+ Cool Content Curation Tools for Personal and Professional Use\u003c/a>. And if you're using an iPad, take a look at these \u003ca>curation apps.\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>3. CREATION. \u003c/strong>\u003c/span>This is the most important (and fun) part of the process.\u003cstrong>\u003c/strong> You can create an online repository using a wiki digital tool such as \u003ca href=\"https://sites.google.com/\">Google Sites\u003c/a>, \u003ca href=\"http://pbworks.com/education\">PBworks\u003c/a> or \u003ca href=\"http://www.wikispaces.com/content/for/teachers\">Wikispaces\u003c/a> that organize your resources neatly. You could also use \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a> to select a template that allows you to include text for each of your resources. Learning management systems (LMS) such as \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> and \u003ca href=\"https://www.schoology.com/home.php\">Schoology\u003c/a> are also great alternatives with neat features for educational social networking.\u003c/p>\n\u003cp>\u003ca href=\"sites.google.com/\">Google Sites\u003c/a> also allows you to create and share Web pages, and has lots of customizable features. You can easily post images, directly embed videos from YouTube, lecture podcasts, and Google Docs for easy collaboration among your students. You can even embed assessments using Google Forms and a calendar.\u003c/p>\n\u003cp>And now, of course, if you have an Apple platform you can use the \u003ca href=\"http://www.apple.com/ibooks-author/\">iBooks Author\u003c/a>. Though it can only be used on Macs, the free app offers a drag-and-drop template that can be customized with images, interactive diagrams and videos to create a polished book.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TARGETING YOUR READERS\u003c/strong>\u003cbr>\nAs you put your book together, consider some of these questions:\u003c/p>\n\u003cul>\n\u003cli>How are learners going to use the information?\u003c/li>\n\u003cli>How will they demonstrate what they've learned?\u003c/li>\n\u003cli>Are they completing a document, creating an outline or answering a set of questions?\u003c/li>\n\u003cli>What are the assessments associated with the material?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>TEACHER AND LEARNER ROLES\u003c/strong>\u003cbr>\nThe table below compares and contrasts the elements of the various levels of involvement of teachers and learners in the process of creating a textbook. You can use the traditional model where all steps of the process are managed by the teacher or move towards a learner-centered approach using the chart to determine which level is appropriate for your course.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/screen-shot-2012-01-25-at-9-21-26-am/\" rel=\"attachment wp-att-18528\">\u003cimg class=\"aligncenter size-full wp-image-18528\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png\" alt=\"\" width=\"597\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-320x239.png 320w\" sizes=\"(max-width: 597px) 100vw, 597px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>TAKING CONTROL \u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Teachers as curators: Check out this unit on \u003ca href=\"https://sites.google.com/site/dgendetech/projectile-motion\">Projectile Motion\u003c/a>, which includes content information, exercises, a virtual lab and a couple of assessments and this wiki from \u003ca href=\"https://sites.google.com/a/parishepiscopal.org/savage-science/\">Craig Savage\u003c/a>, which contains his resources for AP Biology and AP Psychology.\u003c/p>\n\u003cp>Students as curators:\u003ca href=\"http://stgapgov.pbworks.com/w/page/7198988/FrontPage\"> American Democracy in Action\u003c/a>, a digital textbook for AP US Government created by seniors at St. Gregory College Preparatory School. For excellent strategies to involve your students take a look at Silvia Tolisano's \u003ca href=\"http://langwitches.org/blog/2011/06/12/students-becoming-curators-of-information/\">Students Becoming Curators of Information\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES TO GET YOU STARTED\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.apple.com/apps/itunes-u/index.html\">iTunesU:\u003c/a> This free app enables video, audio, and an integrated Learning Management System with available push notifications options.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/flexbook/\">CK-12 Foundation\u003c/a>: You can customize your own FlexBooks with open-content in all subject areas.\u003c/p>\n\u003cp>\u003ca href=\"http://www.openculture.com/freeonlinecourses\">Open Culture Links\u003c/a>: 400 Free Online Courses from Top Universities\u003c/p>\n\u003cp>\u003ca href=\"http://www.montereyinstitute.org/nroc/nrocdemos.html\">National Repository of Online Courses\u003c/a>: Algebra, Calculus, History, Biology, Environmental Science,Physics and World Religions.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cybraryman.com/0_teachers1.htm\">Cybrary Man Educational Resources\u003c/a>\u003c/p>\n\u003cp>And much more: \u003ca href=\"http://mrhoganrocks.com/Student/\">K-5 Resources\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourceeng.html\">, Language Arts/ English\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcemath.html\">, Math\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcehist.html\">, History/Social Studies\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcesci.html\">, Science\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcworld.html\">, World Languages\u003c/a>.\u003c/p>\n\u003cp>Ready to ditch your textbook yet?\u003c/p>\n\u003ch5>\u003cem>Dolores Gende is the Director of Instructional Technology, Science Department Head and Honors Physics teacher at Parish Episcopal School in Dallas, TX.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18547\" class=\"wp-caption left\" style=\"max-width: 423px\">\u003ca href=\"http://www.flickr.com/photos/marquette/4235591661/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18547\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg\" alt=\"\" width=\"423\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg 423w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-400x355.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-320x284.jpg 320w\" sizes=\"(max-width: 423px) 100vw, 423px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Dolores Gende\u003c/h5>\n\u003cp class=\"dropcap-serif\">Apple's iBooks2 and authoring app has created big waves in education circles. But smart educators don't necessarily need Apple's slick devices and software to create their own books. How educators think of content \u003ca href=\"http://en.wikipedia.org/wiki/Digital_curation\">curation\u003c/a> in the classroom is enough to change their reliance on print textbooks.\u003c/p>\n\u003cp>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.\u003c/p>\n\u003cp>Here's how to create a digital textbook and strategies for involving the students in its development in three steps.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">1. \u003cstrong>AGGREGATION\u003c/strong>.\u003c/span> Gather all your sources of information. The best way to aggregate content is through social bookmarking with great online tools like \u003ca href=\"http://www.delicious.com/dgende\">Delicious\u003c/a> and \u003ca href=\"http://www.diigo.com/user/dgende\">Diigo\u003c/a>, which allow you to bookmark sites that can be seen and shared online. As Diigo's web site explains it, the site \"allows teachers to highlight critical features within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves. (\u003ca href=\"http://player.vimeo.com/video/12687333?title=0&byline=0&portrait=0\">Watch this video\u003c/a> to see how to do this step-by-step.)\u003c/p>\n\u003cp>Teachers can work with colleagues within their subject area departments and beyond the walls of the classroom to aggregate resources through social bookmarking. Invaluable sources of \u003c!--more-->information for professional learning come through Personal Learning Networks (PLN) in \u003ca href=\"http://twitter.com/#%21/dgende\">Twitter \u003c/a> and from RSS feeds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also try \u003ca href=\"http://paper.li/\">Paper.li\u003c/a> or \u003ca href=\"http://tweetedtimes.com/\">The Twitted Times\u003c/a>\u003ca>, \u003c/a>which will sift through your connections’ resources and organize them.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>2. CURATION\u003c/strong>.\u003c/span> While aggregation is collecting Web sites, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/scoop-it/\">the process of curation \u003c/a>involves a deeper analysis of those sites to select the ones that have the most relevant information for a particular topic. Use your subject area syllabus, state standards or learning objectives to hand pick the content for a particular unit of study. Focus on the \u003ca href=\"http://www.greenville.k12.sc.us/league/esques.html\">essential questions\u003c/a> to help you choose resources. Use the most powerful potential of Web tools to make your textbook engaging by using images, videos and \u003ca href=\"http://journeyintech.blogspot.com/2011/04/science-simulations-virtual-learning.html\">simulations\u003c/a>.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>One of the most user-friendly tools to post resources for your course is \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a>. Another great tool for curation is \u003ca href=\"www.scoop.it/\">Scoop-it!\u003c/a>, which allows you to create your own online magazine. (See how articles related to physics are curated on Scoop-it's \u003ca href=\"http://www.scoop.it/t/physicslearn\">PhysicsLearn\u003c/a>.)\u003c/p>\n\u003cp>You can find many more useful tools for curation. Check out \u003ca href=\"http://www.webadvantage.net/webadblog/30-plus-cool-content-curation-tools-for-personal-professional-use-3922\">30+ Cool Content Curation Tools for Personal and Professional Use\u003c/a>. And if you're using an iPad, take a look at these \u003ca>curation apps.\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>3. CREATION. \u003c/strong>\u003c/span>This is the most important (and fun) part of the process.\u003cstrong>\u003c/strong> You can create an online repository using a wiki digital tool such as \u003ca href=\"https://sites.google.com/\">Google Sites\u003c/a>, \u003ca href=\"http://pbworks.com/education\">PBworks\u003c/a> or \u003ca href=\"http://www.wikispaces.com/content/for/teachers\">Wikispaces\u003c/a> that organize your resources neatly. You could also use \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a> to select a template that allows you to include text for each of your resources. Learning management systems (LMS) such as \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> and \u003ca href=\"https://www.schoology.com/home.php\">Schoology\u003c/a> are also great alternatives with neat features for educational social networking.\u003c/p>\n\u003cp>\u003ca href=\"sites.google.com/\">Google Sites\u003c/a> also allows you to create and share Web pages, and has lots of customizable features. You can easily post images, directly embed videos from YouTube, lecture podcasts, and Google Docs for easy collaboration among your students. You can even embed assessments using Google Forms and a calendar.\u003c/p>\n\u003cp>And now, of course, if you have an Apple platform you can use the \u003ca href=\"http://www.apple.com/ibooks-author/\">iBooks Author\u003c/a>. Though it can only be used on Macs, the free app offers a drag-and-drop template that can be customized with images, interactive diagrams and videos to create a polished book.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TARGETING YOUR READERS\u003c/strong>\u003cbr>\nAs you put your book together, consider some of these questions:\u003c/p>\n\u003cul>\n\u003cli>How are learners going to use the information?\u003c/li>\n\u003cli>How will they demonstrate what they've learned?\u003c/li>\n\u003cli>Are they completing a document, creating an outline or answering a set of questions?\u003c/li>\n\u003cli>What are the assessments associated with the material?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>TEACHER AND LEARNER ROLES\u003c/strong>\u003cbr>\nThe table below compares and contrasts the elements of the various levels of involvement of teachers and learners in the process of creating a textbook. You can use the traditional model where all steps of the process are managed by the teacher or move towards a learner-centered approach using the chart to determine which level is appropriate for your course.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/screen-shot-2012-01-25-at-9-21-26-am/\" rel=\"attachment wp-att-18528\">\u003cimg class=\"aligncenter size-full wp-image-18528\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png\" alt=\"\" width=\"597\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-320x239.png 320w\" sizes=\"(max-width: 597px) 100vw, 597px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>TAKING CONTROL \u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Teachers as curators: Check out this unit on \u003ca href=\"https://sites.google.com/site/dgendetech/projectile-motion\">Projectile Motion\u003c/a>, which includes content information, exercises, a virtual lab and a couple of assessments and this wiki from \u003ca href=\"https://sites.google.com/a/parishepiscopal.org/savage-science/\">Craig Savage\u003c/a>, which contains his resources for AP Biology and AP Psychology.\u003c/p>\n\u003cp>Students as curators:\u003ca href=\"http://stgapgov.pbworks.com/w/page/7198988/FrontPage\"> American Democracy in Action\u003c/a>, a digital textbook for AP US Government created by seniors at St. Gregory College Preparatory School. For excellent strategies to involve your students take a look at Silvia Tolisano's \u003ca href=\"http://langwitches.org/blog/2011/06/12/students-becoming-curators-of-information/\">Students Becoming Curators of Information\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES TO GET YOU STARTED\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.apple.com/apps/itunes-u/index.html\">iTunesU:\u003c/a> This free app enables video, audio, and an integrated Learning Management System with available push notifications options.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/flexbook/\">CK-12 Foundation\u003c/a>: You can customize your own FlexBooks with open-content in all subject areas.\u003c/p>\n\u003cp>\u003ca href=\"http://www.openculture.com/freeonlinecourses\">Open Culture Links\u003c/a>: 400 Free Online Courses from Top Universities\u003c/p>\n\u003cp>\u003ca href=\"http://www.montereyinstitute.org/nroc/nrocdemos.html\">National Repository of Online Courses\u003c/a>: Algebra, Calculus, History, Biology, Environmental Science,Physics and World Religions.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cybraryman.com/0_teachers1.htm\">Cybrary Man Educational Resources\u003c/a>\u003c/p>\n\u003cp>And much more: \u003ca href=\"http://mrhoganrocks.com/Student/\">K-5 Resources\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourceeng.html\">, Language Arts/ English\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcemath.html\">, Math\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcehist.html\">, History/Social Studies\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcesci.html\">, Science\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcworld.html\">, World Languages\u003c/a>.\u003c/p>\n\u003cp>Ready to ditch your textbook yet?\u003c/p>\n\u003ch5>\u003cem>Dolores Gende is the Director of Instructional Technology, Science Department Head and Honors Physics teacher at Parish Episcopal School in Dallas, TX.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "California Bill Pushes for Free Online College Books",
"title": "California Bill Pushes for Free Online College Books",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_17467\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843032561/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5843032561_b8bc8b990b-300x305.jpg\" alt=\"\" width=\"300\" height=\"305\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Every year, the average college student \u003ca href=\"http://www.collegeboard.com/student/pay/add-it-up/482.html\">pays about $1,100\u003c/a> for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the \u003ca href=\"http://www.cccapply.org/faq/costs.asp#1\">same cost\u003c/a> as the course itself at California community colleges.\u003c/p>\n\u003cp>But the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">free, open-content movement\u003c/a> that's been percolating for the past few years may change all that for the three million college students in California.\u003c/p>\n\u003cp>At a time when \u003ca href=\"http://www.nytimes.com/2011/09/25/us/as-state-tuition-rises-financial-aid-offices-struggle-to-adjust.html\">rising tuition costs \u003c/a>are compelling students to \u003ca href=\"http://campustechnology.com/articles/2011/11/29/some-undergrads-skipping-textbook-buying.aspx\">reconsider buying college texts\u003c/a> or even \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">rethink the value of a college degree\u003c/a>, the California State Legislature is pushing for colleges to use open education resources in the form of free online textbooks instead of print books as a means of saving students money.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to think of a model that will completely change the way we do things.\"\u003c/aside>\n\u003cp>State Senate President pro Tem Darrell Steinberg is proposing a bill today that will allocate $25 million of state coffers to create 50 free online college book titles that teachers can use, remix, add to, or edit as they see fit. The bill establishes the online California Digital Open Source Library, which will house the 50 most commonly used books for required lower-division courses. Similar to \u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>, students and teachers will be able to access and adapt the texts online for free, or pay $20 for either printed form or interactive app form for tablets or mobile devices (think \u003ca href=\"http://www.kno.com\">Kno\u003c/a> or \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>).\u003c/p>\n\u003cp>The bill calls for a request for proposal (RFP) to be submitted from all content providers, electronic platform providers, as well as publishers, that will fall under a Creative Commons license, which means it's open for reuse and repurposing (not copyrighted like most print books). A panel of expert faculty members would approve the content to make sure it meets the right standards and qualifications.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California follows \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Washington state, which in a similar move earlier this year\u003c/a>, developed a plan for an Open Course Library that will contain online texts for the 81 of the most popular courses with a $30 price cap.\u003c/p>\n\u003cp>Though college textbook publishers do offer online versions of their books, teachers complain that the costs add up once you include printing hard copies and other ancillary features, like interactive tests. What's more, the online versions are \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">only available for one academic quarter\u003c/a>. \"I find the publishers' online offerings nothing more than the old ancillaries they've always offered bundled up in a proprietary system,\" said David Lippman, a math teacher at Pierce College to the \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Chronicle of Higher Education.\u003c/a>\u003c/p>\n\u003cp>For forward-thinking college professors, being able to customize class curriculum from different sources can be liberating. \"Using resources from all different kinds of sources and making them relevant to students can be really powerful,\" said Carmel Crane, instructional technology manager at St. Mary's College. \"Teachers naturally pull from different resources to piecemeal a curriculum together and take it to the next level. Technology makes things more accessible and a more rapid transformation is taking place because of that.\"\u003c/p>\n\u003cp>But when it comes to creating content for open use, Crane said the issue gets sticky. \"Some faculty are concerned with rights of research they've worked so hard to accumulate and establish,\" she said. \"Publishing has been a source of income for faculty, but the industry has been turned on its head.\"\u003c/p>\n\u003cp>Crane said some faculty are hesitant to make their content available freely not just because of cost but because they're concerned about what happens to their research after it's been released. \"If it can be changed in any way, they're worried about what happens to their reputation as a researcher,\" she said.\u003c/p>\n\u003cp>Una Daly, the communication college outreach manager at Open Courseware Consortium says teachers want to collaborate, but they haven't been supported on the college level. \"There's a lot more that needs to be done to support instructors,\" she said. Though some do go above and beyond their given responsibilities to create content, \"that's tough.\"\u003c/p>\n\u003cp>\"In order to make it sustainable, teachers need to be respected and rewarded for that work,\" she said.\u003c/p>\n\u003cp>The first prototype of the interactive open digital textbook that models what Steinberg is hoping to recreate in California is \u003ca href=\"http://cnx.org/content/m16026/latest/?collection=col10522/latest\">\u003cem>Collaborative Statistics\u003c/em>\u003c/a>, written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, Calif. The book is found on \u003ca id=\"OREDU0000643\" title=\"Rice University \" href=\"http://www.latimes.com/topic/education/colleges-universities/rice-university--OREDU0000643.topic\">Rice University's\u003c/a> Connexions repository, which contains 1,100 open textbooks. Developed by the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a> in collaboration with Kno, the PDF of the book is free, but students can choose to pay $20 for the \u003ca href=\"https://www.kno.com/book/details?productId=txt9780983804905\">interactive app on the iPad through Kno\u003c/a>, which features live links and videos.\u003c/p>\n\u003cp>A big player in the creation of the Steinberg bill is Dean Florez, who's a former state senator and now the founder of \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, a nonprofit that receives support from the Gates, Hewlett, and Maxwell Foundations.\u003c/p>\n\u003cp>\"We need to think of a model that will completely change the way we do things,\" Florez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources here:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Sources You May Not Know (But Should)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">How OpenCourseWare Has Freed Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">More open-education resources stories\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"description": "Every year, the average college student pays about $1,100 for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the same cost as the course itself at California community colleges. But the free, open-content movement that's been percolating for the past few years may change all that",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17467\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843032561/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5843032561_b8bc8b990b-300x305.jpg\" alt=\"\" width=\"300\" height=\"305\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Every year, the average college student \u003ca href=\"http://www.collegeboard.com/student/pay/add-it-up/482.html\">pays about $1,100\u003c/a> for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the \u003ca href=\"http://www.cccapply.org/faq/costs.asp#1\">same cost\u003c/a> as the course itself at California community colleges.\u003c/p>\n\u003cp>But the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">free, open-content movement\u003c/a> that's been percolating for the past few years may change all that for the three million college students in California.\u003c/p>\n\u003cp>At a time when \u003ca href=\"http://www.nytimes.com/2011/09/25/us/as-state-tuition-rises-financial-aid-offices-struggle-to-adjust.html\">rising tuition costs \u003c/a>are compelling students to \u003ca href=\"http://campustechnology.com/articles/2011/11/29/some-undergrads-skipping-textbook-buying.aspx\">reconsider buying college texts\u003c/a> or even \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">rethink the value of a college degree\u003c/a>, the California State Legislature is pushing for colleges to use open education resources in the form of free online textbooks instead of print books as a means of saving students money.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to think of a model that will completely change the way we do things.\"\u003c/aside>\n\u003cp>State Senate President pro Tem Darrell Steinberg is proposing a bill today that will allocate $25 million of state coffers to create 50 free online college book titles that teachers can use, remix, add to, or edit as they see fit. The bill establishes the online California Digital Open Source Library, which will house the 50 most commonly used books for required lower-division courses. Similar to \u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>, students and teachers will be able to access and adapt the texts online for free, or pay $20 for either printed form or interactive app form for tablets or mobile devices (think \u003ca href=\"http://www.kno.com\">Kno\u003c/a> or \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>).\u003c/p>\n\u003cp>The bill calls for a request for proposal (RFP) to be submitted from all content providers, electronic platform providers, as well as publishers, that will fall under a Creative Commons license, which means it's open for reuse and repurposing (not copyrighted like most print books). A panel of expert faculty members would approve the content to make sure it meets the right standards and qualifications.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California follows \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Washington state, which in a similar move earlier this year\u003c/a>, developed a plan for an Open Course Library that will contain online texts for the 81 of the most popular courses with a $30 price cap.\u003c/p>\n\u003cp>Though college textbook publishers do offer online versions of their books, teachers complain that the costs add up once you include printing hard copies and other ancillary features, like interactive tests. What's more, the online versions are \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">only available for one academic quarter\u003c/a>. \"I find the publishers' online offerings nothing more than the old ancillaries they've always offered bundled up in a proprietary system,\" said David Lippman, a math teacher at Pierce College to the \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Chronicle of Higher Education.\u003c/a>\u003c/p>\n\u003cp>For forward-thinking college professors, being able to customize class curriculum from different sources can be liberating. \"Using resources from all different kinds of sources and making them relevant to students can be really powerful,\" said Carmel Crane, instructional technology manager at St. Mary's College. \"Teachers naturally pull from different resources to piecemeal a curriculum together and take it to the next level. Technology makes things more accessible and a more rapid transformation is taking place because of that.\"\u003c/p>\n\u003cp>But when it comes to creating content for open use, Crane said the issue gets sticky. \"Some faculty are concerned with rights of research they've worked so hard to accumulate and establish,\" she said. \"Publishing has been a source of income for faculty, but the industry has been turned on its head.\"\u003c/p>\n\u003cp>Crane said some faculty are hesitant to make their content available freely not just because of cost but because they're concerned about what happens to their research after it's been released. \"If it can be changed in any way, they're worried about what happens to their reputation as a researcher,\" she said.\u003c/p>\n\u003cp>Una Daly, the communication college outreach manager at Open Courseware Consortium says teachers want to collaborate, but they haven't been supported on the college level. \"There's a lot more that needs to be done to support instructors,\" she said. Though some do go above and beyond their given responsibilities to create content, \"that's tough.\"\u003c/p>\n\u003cp>\"In order to make it sustainable, teachers need to be respected and rewarded for that work,\" she said.\u003c/p>\n\u003cp>The first prototype of the interactive open digital textbook that models what Steinberg is hoping to recreate in California is \u003ca href=\"http://cnx.org/content/m16026/latest/?collection=col10522/latest\">\u003cem>Collaborative Statistics\u003c/em>\u003c/a>, written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, Calif. The book is found on \u003ca id=\"OREDU0000643\" title=\"Rice University \" href=\"http://www.latimes.com/topic/education/colleges-universities/rice-university--OREDU0000643.topic\">Rice University's\u003c/a> Connexions repository, which contains 1,100 open textbooks. Developed by the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a> in collaboration with Kno, the PDF of the book is free, but students can choose to pay $20 for the \u003ca href=\"https://www.kno.com/book/details?productId=txt9780983804905\">interactive app on the iPad through Kno\u003c/a>, which features live links and videos.\u003c/p>\n\u003cp>A big player in the creation of the Steinberg bill is Dean Florez, who's a former state senator and now the founder of \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, a nonprofit that receives support from the Gates, Hewlett, and Maxwell Foundations.\u003c/p>\n\u003cp>\"We need to think of a model that will completely change the way we do things,\" Florez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources here:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Sources You May Not Know (But Should)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">How OpenCourseWare Has Freed Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">More open-education resources stories\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_17131\" class=\"wp-caption center\" style=\"max-width: 573px\">\u003ca href=\"http://www.flickr.com/photos/j_gresham/2526773442/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-17131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg\" alt=\"\" width=\"573\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg 573w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-400x278.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-320x222.jpg 320w\" sizes=\"(max-width: 573px) 100vw, 573px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For many Americans, going to college has been the next natural step after graduating from high school. A college degree has served not just as a status symbol, but also proof that graduates have mastered a subject and can put the knowledge they've acquired in school to practice.\u003c/p>\n\u003cp>But the value of a college degree is being questioned by those who wonder if there's a better alternative. With free, high-quality education available online, and a growing new movement around \u003ca href=\"http://www.usnews.com/education/blogs/the-college-solution/2011/10/04/digital-badges-could-significantly-impact-higher-education\">nontraditional ways of earning credit for expertise\u003c/a> through digital badges (a digital portfolio of sorts that includes credit for online courses, traditional college courses, and workplace achievements), colleges must find new ways of staying relevant.\u003c/p>\n\u003cp>Distilling a recent \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">New York Times interview\u003c/a> with Richard DeMillo, director of the Center for 21st Century Universities at \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/g/georgia_institute_of_technology/index.html?inline=nyt-org\">Georgia Institute of Technology\u003c/a> and author of \u003cem>Abelard to Apple: The Fate of American Colleges and Universities\u003c/em>, a few imperatives are becoming clear.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>INFORMATION IS PRICELESS\u003c/strong>. With MIT’s \u003ca href=\"http://ocw.mit.edu/index.htm\">OpenCourseWare\u003c/a> – the university’s classes offered online for free – as well as a long list of other \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">quality free educational resources\u003c/a>, the public perception of what holds value in education has changed. Facts and how-to’s are freely available to anyone with Internet access. So why pay upwards of $40,000 a year in tuition? “OpenCourseWare was an important signpost that hammered home the point that the content \u003c!--more-->of a university course was being rapidly commoditized by technology,” DeMillo said \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">in the interview\u003c/a> with \u003cem>New York Times\u003c/em> reporter Tamar Lewin. “If you [college professor] think your value is in 13 weeks of lectures, then exams, it’s true that that’s probably not going to be as valuable in the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>GO STRAIGHT TO THE SOURCE. \u003c/strong>When faced with a huge drop in enrollment in the computer science program at Georgia Tech after the dot-com bust, DeMillo had to find a way to lure students back at a time when everyone believed tech jobs would be outsourced to other countries. Rather than confer with the insular academic community, DeMillo looked out to the real world for advice. He spoke to dozens of video game companies about what they were looking for in computer science grads. “They said they needed people who not only know the technology but were skilled in the art of storytelling, the narrative arc,” he \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?_r=1&adxnnl=1&ref=edlife&adxnnlx=1322501316-er4lPqd7blWTfdYZ7NLwSQ#\">told the \u003cem>Times\u003c/em>\u003c/a>. Armed with this knowledge, he reconfigured the computer science department to allow students to choose two \"interdisciplinary threads,” like computing and media. The lesson? “What engineers are good at is out-of-the-box solutions, prototyping, and not waiting for a big system change to make an improvement.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>THE FUTURE IS WIDE OPEN. \u003c/strong>With more than 120,000 students signed up for Stanford’s online course, more open education sources being added to the list, a new way of building a portfolio through badges, and a growing movement to \u003ca href=\"http://www.uncollege.org/\">deconstruct higher education\u003c/a>, the fate of the university as we know it is unknown. “The only thing we can be sure of, here in 2011, is that there’s going to be a wave of innovation over the next century, and 100 years from now, higher education won’t look the same,” DeMillo said.\u003c/li>\n\u003cli>\u003cstrong>LOOK FORWARD. \u003c/strong>Rather than insisting on adhering to age-old traditions, college presidents must find ways to set these institutions on the road to innovation. “Sometimes you have to be a chief executive officer, make priorities and set a direction that’s different from where you were going before,” DeMillo said. Especially now with the crippled U.S. economy, universities must find ways to add value to students' prospects apart from what they could find on their own.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17131\" class=\"wp-caption center\" style=\"max-width: 573px\">\u003ca href=\"http://www.flickr.com/photos/j_gresham/2526773442/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-17131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg\" alt=\"\" width=\"573\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z.jpg 573w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-400x278.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/2526773442_5939e2155f_z-320x222.jpg 320w\" sizes=\"(max-width: 573px) 100vw, 573px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For many Americans, going to college has been the next natural step after graduating from high school. A college degree has served not just as a status symbol, but also proof that graduates have mastered a subject and can put the knowledge they've acquired in school to practice.\u003c/p>\n\u003cp>But the value of a college degree is being questioned by those who wonder if there's a better alternative. With free, high-quality education available online, and a growing new movement around \u003ca href=\"http://www.usnews.com/education/blogs/the-college-solution/2011/10/04/digital-badges-could-significantly-impact-higher-education\">nontraditional ways of earning credit for expertise\u003c/a> through digital badges (a digital portfolio of sorts that includes credit for online courses, traditional college courses, and workplace achievements), colleges must find new ways of staying relevant.\u003c/p>\n\u003cp>Distilling a recent \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">New York Times interview\u003c/a> with Richard DeMillo, director of the Center for 21st Century Universities at \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/g/georgia_institute_of_technology/index.html?inline=nyt-org\">Georgia Institute of Technology\u003c/a> and author of \u003cem>Abelard to Apple: The Fate of American Colleges and Universities\u003c/em>, a few imperatives are becoming clear.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>INFORMATION IS PRICELESS\u003c/strong>. With MIT’s \u003ca href=\"http://ocw.mit.edu/index.htm\">OpenCourseWare\u003c/a> – the university’s classes offered online for free – as well as a long list of other \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">quality free educational resources\u003c/a>, the public perception of what holds value in education has changed. Facts and how-to’s are freely available to anyone with Internet access. So why pay upwards of $40,000 a year in tuition? “OpenCourseWare was an important signpost that hammered home the point that the content \u003c!--more-->of a university course was being rapidly commoditized by technology,” DeMillo said \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?ref=edlife#\">in the interview\u003c/a> with \u003cem>New York Times\u003c/em> reporter Tamar Lewin. “If you [college professor] think your value is in 13 weeks of lectures, then exams, it’s true that that’s probably not going to be as valuable in the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>GO STRAIGHT TO THE SOURCE. \u003c/strong>When faced with a huge drop in enrollment in the computer science program at Georgia Tech after the dot-com bust, DeMillo had to find a way to lure students back at a time when everyone believed tech jobs would be outsourced to other countries. Rather than confer with the insular academic community, DeMillo looked out to the real world for advice. He spoke to dozens of video game companies about what they were looking for in computer science grads. “They said they needed people who not only know the technology but were skilled in the art of storytelling, the narrative arc,” he \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/the-evolution-of-higher-education.html?_r=1&adxnnl=1&ref=edlife&adxnnlx=1322501316-er4lPqd7blWTfdYZ7NLwSQ#\">told the \u003cem>Times\u003c/em>\u003c/a>. Armed with this knowledge, he reconfigured the computer science department to allow students to choose two \"interdisciplinary threads,” like computing and media. The lesson? “What engineers are good at is out-of-the-box solutions, prototyping, and not waiting for a big system change to make an improvement.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>THE FUTURE IS WIDE OPEN. \u003c/strong>With more than 120,000 students signed up for Stanford’s online course, more open education sources being added to the list, a new way of building a portfolio through badges, and a growing movement to \u003ca href=\"http://www.uncollege.org/\">deconstruct higher education\u003c/a>, the fate of the university as we know it is unknown. “The only thing we can be sure of, here in 2011, is that there’s going to be a wave of innovation over the next century, and 100 years from now, higher education won’t look the same,” DeMillo said.\u003c/li>\n\u003cli>\u003cstrong>LOOK FORWARD. \u003c/strong>Rather than insisting on adhering to age-old traditions, college presidents must find ways to set these institutions on the road to innovation. “Sometimes you have to be a chief executive officer, make priorities and set a direction that’s different from where you were going before,” DeMillo said. Especially now with the crippled U.S. economy, universities must find ways to add value to students' prospects apart from what they could find on their own.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_16974\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16974\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/map-small-300x297.png\" alt=\"\" width=\"300\" height=\"297\">\u003cfigcaption class=\"wp-caption-text\">The Khan Academy \"Knowledge Map,\" which suggests working exercises, will be made available to crowd-sourced videos chosen by the Khan Academy.\u003c/figcaption>\u003c/figure>\n\u003cp>As of today, there are more than 2,700 videos on the Khan Academy site. All of them have been created by Salman Khan himself, with the exception of those produced by the \u003ca href=\"http://smarthistory.khanacademy.org/\">SmartHistory team\u003c/a> who Khan hired a few months ago.\u003c/p>\n\u003cp>Over the course of a few short years, Khan has accumulated a vast library of education videos that are now used in schools and homes across the country.\u003c/p>\n\u003cp>But no man is an island, as they say, and Khan is opening up his academy – at least in part – to the great Internet expanse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We want to expose our tools so that everyone can use them to help kids learn at their own pace.” \u003c/aside>\n\u003cp>In the very foreseeable future, teachers will be able to upload their own videos to the Khan Academy, but also be able to create their own “knowledge maps” or repositories of content for their classes, using videos – within or outside of the Khan Academy – and all of Khan's analytics, and reporting tools, in order to customize their own curricula.\u003c/p>\n\u003cp>Khan describes it this way:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In the first iteration, let’s say you teach gender studies at U.C. Berkeley. You could put up your own videos, exercises, and everything you want for the class. Plus, you could leverage all the tools \u003c!--more-->we have – a dashboard, analytics, reporting tools – and you could create your own island for your own class.\"\u003c/p>\n\u003cp>Eventually, the site will serve as a highly curated repository of educational videos – those considered valuable by Khan and his team.\u003c/p>\n\u003cp>“The deal will be, you can use our tools if we can put your stuff onto our noncommercial public domain,” Khan said. “We don’t know how it’ll turn out, but we suspect there will be some amazing things put up.\"\u003c/p>\n\u003cp>And rather than big buckets of random videos, Khan hopes the site will house, for example, “the definite course on technology,” which might be a combination of a few different people’s content.\u003c/p>\n\u003cp>“We have all these fancy tools and modules we’re building that are just supporting my videos. Why can’t it support someone who’s teaching a different language, or quantum physics, or gender studies,” he said. “We want to expose our tools so that everyone can use them to help kids learn at their own pace,” he said.\u003c/p>\n\u003cp>But the curation part of this effort is key. Though there will be a “Wild West part that someone can dig through if they’re in the mood,” he said the designated subjects will be heavily curated.\u003c/p>\n\u003cp>Khan will also hire a few new teachers and \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">expand the topics of coverage\u003c/a> to go beyond his specialties in the STEM field and into the arts and humanities. Stay tuned to hear who these personalities might be.\u003c/p>\n\u003cp>The most recent influx of cash came from the $5 million donation from the O'Sullivan Foundation. Khan has also received funding from other sources: Reed Hastings, founder of Netflix donated $3 million; Scott Cook, co-founder of Intuit, and his wife donated $1 million; Google last year donated $2 million; and Bill Gates has donated more than $5 million in total over the last few years, Khan said.\u003c/p>\n\u003cp>And now with this new crowd-sourcing project, the \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">3.5 million unique visitors\u003c/a> every month is poised to explode.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about Khan's plans to launch a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">hands-on project-based summer camp\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"link": "/radio/program/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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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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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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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"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.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"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",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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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"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"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",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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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",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
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