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Why Are Students Paying Fees to Access Homework Assignments?
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Years ago, Virginia Clinton-Lisell, a professor of educational psychology at the University of North Dakota, decided to use a commercial textbook for her class along with an online homework platform. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said the publishing company rep told her that if she used their homework platform in her course, students would benefit from adaptive learning technology. If students got the questions wrong, they would be given questions more suited for them — “so it was ‘scaffolded,’” Clinton-Lisell said. She was also told this homework was “free.” What she didn’t learn until later was that the homework platform was free \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> the purchase of the hard copy of the book.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was a lot of education buzzwords that, being an educational psychologist, I was very interested in,” she said. When class started, a student approached her wanting to use the hard copy from a friend who took the class the previous term. But the student wondered how to access the homework. Clinton-Lisell realized students would need to pay for a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">new \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">copy of the book before they could do the exercises she was so excited about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I had all these students who had to purchase access,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In recent years, use of online homework systems that students gain access to by buying a code has become more widespread. \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">A recent survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted by Clinton-Lisell and her colleague Alison Kelly, found that nearly 80% of students say they have been required to purchase an access code to an online homework system. A 2022 study found most faculty in the United States, \u003c/span>\u003ca href=\"https://www.bayviewanalytics.com/reports/turningpointdigitalcurricula_infographic.pdf\">\u003cspan style=\"font-weight: 400\">72%, have required or recommended use of online homework systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for their students to complete coursework in at least one of their classes. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. \u003c/span>\u003cspan style=\"font-weight: 400\">And they come with a price tag — an \u003c/span>\u003cspan style=\"font-weight: 400\">average of $90 per course, according to the survey findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Students think the price of doing homework is “unreasonable”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lisell, citing a lack of alignment sometimes between the homework and the class content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>What historically underrepresented students say about homework platforms\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, \u003c/span>\u003ca href=\"https://www.ijtes.net/index.php/ijtes/article/view/547\">\u003cspan style=\"font-weight: 400\">according to the survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The benefits to online homework systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a \u003ca href=\"https://www.mheducation.com/highered/blog/2024/06/dfc-spotlight-kyle-goodin-secrets-to-increasing-2024-accounting-enrollments-at-missouri-state.html\">consultant\u003c/a>. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think the value that students get for what they pay for these is astronomical,” Goodin said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Goodin’s \u003c/span>\u003cspan style=\"font-weight: 400\">financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. \u003c/span>\u003cspan style=\"font-weight: 400\">Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I remember paying much more than this, for much less when I was a student,” Goodin said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving toward open education resources\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But professors like Goodin are skeptical about widespread use of open education resources.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really think that’s the future of education,” said Xie. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_11302\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\" rel=\"attachment wp-att-11302\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This week, the \u003ca href=\"http://www.ocwconsortium.org/\">OCW Consortium\u003c/a> is holding its annual meeting, celebrating \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">10 years of OpenCourseWare\u003c/a>. The movement to make university-level content freely and openly available online began a decade ago, when the faculty at MIT agreed to put the materials from all 2,000 of the university's courses on the Web.\u003c/p>\n\u003cp>With that gesture, \u003ca href=\"http://ocw.mit.edu\">MIT OpenCourseWare\u003c/a> helped launch an important educational movement, one that MIT President Susan Hockfield described in her opening remarks at yesterday's meeting as both the child of technology and of a far more ancient academic tradition: \"the tradition of the global intellectual commons.\"\u003c/p>\n\u003cp>We have looked here before at how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">OCW has shaped education\u003c/a> in the last ten years, but in many ways much of the content that has been posted online remains very much \"Web 1.0.\" That is, while universities have posted their syllabi, handouts, and quizzes online, there has not been -- until recently -- much \"Web 2.0\" OCW resources -- little opportunity for interaction and engagement with the material.\u003c/p>\n\u003cp>But as open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that. You probably already know about: \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> and \u003ca href=\"http://www.wikipedia.org\">Wikipedia\u003c/a>, for example. But in the spirit of 10 years of OCW, here's a list of 10 cool OER and OCW resources that you might not know about, but should know:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>:\u003c/strong> The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://openstudy.com\">OpenStudy\u003c/a>\u003c/strong>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>:\u003c/strong> NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students' work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>:\u003c/strong> Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to \"glue\" together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>:\u003c/strong> iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>:\u003c/strong> OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities' OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>:\u003c/strong> Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>:\u003c/strong> The CK-12 Foundation's Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com\">Flat World Knowledge\u003c/a>:\u003c/strong> This is a college textbook publisher whose books are published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay for print-on-demand and audiobook versions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cnx.org\">Connextions\u003c/a>:\u003c/strong> Connextions is a repository of educational content, containing over 17,000 openly licensed learning modules.\u003c/li>\n\u003c/ol>\n\u003cp>If you know of any other great OER and OCW resources, please let us know in the comments!\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_11302\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\" rel=\"attachment wp-att-11302\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>This week, the \u003ca href=\"http://www.ocwconsortium.org/\">OCW Consortium\u003c/a> is holding its annual meeting, celebrating \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">10 years of OpenCourseWare\u003c/a>. The movement to make university-level content freely and openly available online began a decade ago, when the faculty at MIT agreed to put the materials from all 2,000 of the university's courses on the Web.\u003c/p>\n\u003cp>With that gesture, \u003ca href=\"http://ocw.mit.edu\">MIT OpenCourseWare\u003c/a> helped launch an important educational movement, one that MIT President Susan Hockfield described in her opening remarks at yesterday's meeting as both the child of technology and of a far more ancient academic tradition: \"the tradition of the global intellectual commons.\"\u003c/p>\n\u003cp>We have looked here before at how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">OCW has shaped education\u003c/a> in the last ten years, but in many ways much of the content that has been posted online remains very much \"Web 1.0.\" That is, while universities have posted their syllabi, handouts, and quizzes online, there has not been -- until recently -- much \"Web 2.0\" OCW resources -- little opportunity for interaction and engagement with the material.\u003c/p>\n\u003cp>But as open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that. You probably already know about: \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> and \u003ca href=\"http://www.wikipedia.org\">Wikipedia\u003c/a>, for example. But in the spirit of 10 years of OCW, here's a list of 10 cool OER and OCW resources that you might not know about, but should know:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>:\u003c/strong> The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://openstudy.com\">OpenStudy\u003c/a>\u003c/strong>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>:\u003c/strong> NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students' work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>:\u003c/strong> Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to \"glue\" together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>:\u003c/strong> iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>:\u003c/strong> OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities' OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>:\u003c/strong> Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>:\u003c/strong> The CK-12 Foundation's Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com\">Flat World Knowledge\u003c/a>:\u003c/strong> This is a college textbook publisher whose books are published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay for print-on-demand and audiobook versions.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cnx.org\">Connextions\u003c/a>:\u003c/strong> Connextions is a repository of educational content, containing over 17,000 openly licensed learning modules.\u003c/li>\n\u003c/ol>\n\u003cp>If you know of any other great OER and OCW resources, please let us know in the comments!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_10634\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 406px\">\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-10634\" title=\"CriCristina\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/CriCristina.jpg\" alt=\"\" width=\"406\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina.jpg 406w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-320x214.jpg 320w\" sizes=\"(max-width: 406px) 100vw, 406px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:CriCristina\u003c/p>\n\u003c/div>\n\u003cp>This month marks the \u003ca href=\"http://ocw.mit.edu/about/next-decade/\">tenth anniversary\u003c/a> of \u003ca href=\"http://ocw.mit.edu/index.htm\">MIT OpenCourseWare\u003c/a>, the university's initiative to provide free and open access to its core academic content -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from over 2000 MIT course.\u003c/p>\n\u003cp>The decision by the MIT faculty in 2001 to allow anyone to use their course content was a seminal move, one that had a profound effect on democratizing education. (You can read the original New York Times story \u003ca href=\"http://query.nytimes.com/gst/fullpage.html?res=9E07E0DD163EF937A35757C0A9679C8B63&sec=technology&spon=&partner=permalink&exprod=permalink\">here\u003c/a>.) Since then, over 100 million people have accessed MIT's materials.\u003c/p>\n\u003cp>In honor of ten years of MIT OCW, here are 10 ways in which this important Open CourseWare initiative has changed education.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>CREATING THE MOLD\u003c/strong>. While MIT OpenCourseWare remains the flagship institution and initiative, it has been joined by multiple other colleges and universities that now make their course content available for learners. These include Brigham Young University, Carnegie Mellon University, UC Berkeley, Notre Dame and UC Irvine -- and that's just in the United States.\u003c/li>\n\u003cli>\u003cstrong>GOING GLOBAL\u003c/strong>. In addition to American universities that now make their course content available, universities all over the world follow suit. But just as importantly, learners all over the world have access to this content. \u003ca href=\"http://www.readwriteweb.com/archives/year-end_stats_from_mit_point_to_increasing_popula.php\">Statistics\u003c/a> from MIT's program show that less than 1% of those who access the university's content are actually doing so from MIT. And almost 60% of those visitors to the site are outside the U.S.\u003c/li>\n\u003cli>\u003cstrong>DEMOCRATIZING HIGH-QUALITY EDUCATION\u003c/strong>. The idea of making content available online means that the sorts of information that are part of a university education can be accessed by anyone with an Internet connection. Despite the hoops and hurdles necessary for gaining admission to a school like MIT, the course content is actually accessible to anyone.\u003c/li>\n\u003cli>\u003cstrong>ALLOWING CUSTOMIZATION\u003c/strong>. MIT OCW is licensed under a \u003ca href=\"http://ocw.mit.edu/terms/#cc\">Creative Commons\u003c/a> Attribution-Share Alike-Non-Commercial License. That means that teachers and learners are able to share and remix the content that's available.\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGING SHARING\u003c/strong>. Do educators have an \u003ca href=\"http://educon23.org/conversations/The_Ethical_Obligation_to_Teach-_Learn_-_Share_Globally\">ethical responsibility\u003c/a> to share? Open CourseWare reminds us that a large part of our role as educators is to share knowledge, and we should work to remove the barriers that make that possible.\u003c/li>\n\u003cli>\u003cstrong>EMPOWERING EDUCATORS\u003c/strong>. Even with the best of intentions, sharing content isn't possible without the framework in place to make that happen. Open CourseWare efforts give educators the tools necessary to spread their teaching materials globally.\u003c/li>\n\u003cli>\u003cstrong>PROVIDING VALUABLE CONTENT\u003c/strong>. Want to learn about a particular topic? Want to see what the professors at the premier institutions in the world include in a class on astrophysics, calculus, engineering? Open CourseWare means that learners are able to follow their intellectual pursuits, without having to worry about college applications, tuition, course requirements, and the like.\u003c/li>\n\u003cli>\u003cstrong>ENABLING LIFELONG LEARNING\u003c/strong>. Most of those who take advantage of Open CourseWare aren't enrolled in college. These are independent learners who are not working towards a particular degree, but are committed to lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>REINFORCING THE COLLEGE EXPERIENCE\u003c/strong>. Open CourseWare doesn't negate the college degree necessarily. But it does show that universities can post their content online with the assurance that the college campus experience is, in fact, worth paying for. That you can access MIT course content online has done nothing at all to diminish the value of an MIT degree.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATING THE NEED FOR MORE\u003c/strong>. Despite the massive amount of content that's available online, it isn't really enough. In the past ten years, we've seen a number of other efforts grow up alongside open courseware, aiming to establish a community of learners who are all working through these same topics -- whether they're students or independent learners. Examples include \u003ca href=\"http://www.openstudy.com\">OpenStudy\u003c/a>, a project that grew out of Georgia Tech and Emory University and now runs a social learning network that supports Open CourseWare and open educational resources. Learning isn't a solitary act.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "Flickr:CriCristina This month marks the tenth anniversary of MIT OpenCourseWare, the university's initiative to provide free and open access to its core academic content -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from over 2000 MIT course. The decision by the MIT faculty in 2001 to allow",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_10634\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 406px\">\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-10634\" title=\"CriCristina\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/CriCristina.jpg\" alt=\"\" width=\"406\" height=\"271\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina.jpg 406w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/CriCristina-320x214.jpg 320w\" sizes=\"(max-width: 406px) 100vw, 406px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:CriCristina\u003c/p>\n\u003c/div>\n\u003cp>This month marks the \u003ca href=\"http://ocw.mit.edu/about/next-decade/\">tenth anniversary\u003c/a> of \u003ca href=\"http://ocw.mit.edu/index.htm\">MIT OpenCourseWare\u003c/a>, the university's initiative to provide free and open access to its core academic content -- the syllabi, lecture notes, problem sets and solutions, exams, reading lists, and event video lectures from over 2000 MIT course.\u003c/p>\n\u003cp>The decision by the MIT faculty in 2001 to allow anyone to use their course content was a seminal move, one that had a profound effect on democratizing education. (You can read the original New York Times story \u003ca href=\"http://query.nytimes.com/gst/fullpage.html?res=9E07E0DD163EF937A35757C0A9679C8B63&sec=technology&spon=&partner=permalink&exprod=permalink\">here\u003c/a>.) Since then, over 100 million people have accessed MIT's materials.\u003c/p>\n\u003cp>In honor of ten years of MIT OCW, here are 10 ways in which this important Open CourseWare initiative has changed education.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>CREATING THE MOLD\u003c/strong>. While MIT OpenCourseWare remains the flagship institution and initiative, it has been joined by multiple other colleges and universities that now make their course content available for learners. These include Brigham Young University, Carnegie Mellon University, UC Berkeley, Notre Dame and UC Irvine -- and that's just in the United States.\u003c/li>\n\u003cli>\u003cstrong>GOING GLOBAL\u003c/strong>. In addition to American universities that now make their course content available, universities all over the world follow suit. But just as importantly, learners all over the world have access to this content. \u003ca href=\"http://www.readwriteweb.com/archives/year-end_stats_from_mit_point_to_increasing_popula.php\">Statistics\u003c/a> from MIT's program show that less than 1% of those who access the university's content are actually doing so from MIT. And almost 60% of those visitors to the site are outside the U.S.\u003c/li>\n\u003cli>\u003cstrong>DEMOCRATIZING HIGH-QUALITY EDUCATION\u003c/strong>. The idea of making content available online means that the sorts of information that are part of a university education can be accessed by anyone with an Internet connection. Despite the hoops and hurdles necessary for gaining admission to a school like MIT, the course content is actually accessible to anyone.\u003c/li>\n\u003cli>\u003cstrong>ALLOWING CUSTOMIZATION\u003c/strong>. MIT OCW is licensed under a \u003ca href=\"http://ocw.mit.edu/terms/#cc\">Creative Commons\u003c/a> Attribution-Share Alike-Non-Commercial License. That means that teachers and learners are able to share and remix the content that's available.\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGING SHARING\u003c/strong>. Do educators have an \u003ca href=\"http://educon23.org/conversations/The_Ethical_Obligation_to_Teach-_Learn_-_Share_Globally\">ethical responsibility\u003c/a> to share? Open CourseWare reminds us that a large part of our role as educators is to share knowledge, and we should work to remove the barriers that make that possible.\u003c/li>\n\u003cli>\u003cstrong>EMPOWERING EDUCATORS\u003c/strong>. Even with the best of intentions, sharing content isn't possible without the framework in place to make that happen. Open CourseWare efforts give educators the tools necessary to spread their teaching materials globally.\u003c/li>\n\u003cli>\u003cstrong>PROVIDING VALUABLE CONTENT\u003c/strong>. Want to learn about a particular topic? Want to see what the professors at the premier institutions in the world include in a class on astrophysics, calculus, engineering? Open CourseWare means that learners are able to follow their intellectual pursuits, without having to worry about college applications, tuition, course requirements, and the like.\u003c/li>\n\u003cli>\u003cstrong>ENABLING LIFELONG LEARNING\u003c/strong>. Most of those who take advantage of Open CourseWare aren't enrolled in college. These are independent learners who are not working towards a particular degree, but are committed to lifelong learning.\u003c/li>\n\u003cli>\u003cstrong>REINFORCING THE COLLEGE EXPERIENCE\u003c/strong>. Open CourseWare doesn't negate the college degree necessarily. But it does show that universities can post their content online with the assurance that the college campus experience is, in fact, worth paying for. That you can access MIT course content online has done nothing at all to diminish the value of an MIT degree.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATING THE NEED FOR MORE\u003c/strong>. Despite the massive amount of content that's available online, it isn't really enough. In the past ten years, we've seen a number of other efforts grow up alongside open courseware, aiming to establish a community of learners who are all working through these same topics -- whether they're students or independent learners. Examples include \u003ca href=\"http://www.openstudy.com\">OpenStudy\u003c/a>, a project that grew out of Georgia Tech and Emory University and now runs a social learning network that supports Open CourseWare and open educational resources. Learning isn't a solitary act.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"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?",
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"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",
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},
"perspectives": {
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"order": 14
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"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.",
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
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