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"content": "\u003cfigure id=\"attachment_6576\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca rel=\"attachment wp-att-6576\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-encourages-exploration/07-12olympus_lg-1/\">\u003cimg class=\"size-large wp-image-6576\" style=\"border: none;\" title=\"07-12Olympus_lg-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/07-12Olympus_lg-1-620x493.jpg\" alt=\"\" width=\"620\" height=\"493\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A NASA photo of Olympus Mons, the tallest known mountain in the solar system, using wide-angle imagery from NASA’s Viking orbiters and the Mars Orbiter Camera. \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>A vision of the school day of the future from \u003cstrong>Curtis Wong,\u003c/strong> principal researcher at Microsoft focusing on interaction, media, and visualization technologies. Wong has authored more than 45 patents pending in areas such as interactive television, media browsing, visualization, search, gaming and learning. Wong worked on \u003ca href=\"http://research.microsoft.com/apps/tools/tuva/index.html\" target=\"_self\">Project Tuva, \u003c/a>which links the lectures of Nobel Prize winning Physicist Richard Feynman with interactive simulations and related content and the \u003ca href=\"http://www.worldwidetelescope.org\">\u003cstrong>WorldWide Telescope\u003c/strong>\u003c/a>, which essentially turns a computer into a telescope and features the largest collection of ground and space-based imagery that can be accessed online.\u003c/em>\u003c/p>\n\u003cp>Whenever I think about what a school of the future would be like, I remember the first time I visited the Vivarium Project Open School in Los Angeles over 20 years ago. It was conceived by Alan Kay and was exploring some new ideas around the classroom, the role of teachers and the potential impact of networked computers among other ideas in the ecosystem of learning.\u003c/p>\n\u003cp>My first impression in talking to the students in the classroom was that they were responsible for their own exploration and they worked in teams. The teacher spoke with the whole class for a few minutes about the broader goals of the exploration, but most of his time was spent with each of the small teams of students that were working on researching and exploring problems in the context of the larger goals. The teacher was more of a coach and provided suggestions for areas to explore rather than giving answers to questions. Students were challenged and sought out resources to help themselves to understand and build the solutions that helped them make progress to understanding the bigger problems.\u003c/p>\n\u003cp>To that end I can imagine the classroom of the future being organized loosely like the Vivarium Open School, but this time having much richer online resources that provide the full spectrum of instruction, exploration and assets and tools to allow students to research and construct their own learning experience and synthesize their learning, which can then be shared with others for further exploration by other students.\u003c!--more-->\u003c/p>\n\u003cp>The teacher provides some guidance on the questions to be asked but the students are responsible in small groups that use rich online resources that allow for the learning to extend far beyond the physical walls of the classroom and allows for leveraging the real benefits of actually being in a classroom: the interactions between students and with the teacher to facilitate the process of inquiry and self discovery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6557\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-encourages-exploration/ms_school_future_th1342f08-2/\">\u003cimg class=\"alignleft size-full wp-image-6557\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>My ideas on the future school day are based on my experience. I've been creating educational resources that allowed for instructional learning coupled with self-directed exploration and constructive learning. I worked on interactive multimedia CD-ROMs for the Voyager Company, CD-Roms that integrated rich narrative with spatial and temporal contextual exploration in \u003ca href=\"http://store.barnesfoundation.org/giftstore/product.cfm?pID=96\">A Passion for Art\u003c/a>\" and \"Leonardo da Vinci\" from Corbis. I also worked on the broadband-enhanced PBS television program \"\u003ca href=\"http://www.pbs.org/wgbh/commandingheights/hi/index.html\">Commanding Heights\u003c/a>,\" which linked a streaming video television program with resources from interactive timelines and atlases, fully searchable and indexed transcripts of the program and interviews and glossaries.\u003c/p>\n\u003cp>Commanding Heights allowed the teacher to deconstruct the TV show to quickly find elements for specific instruction while also enabling student exploration from those specific elements to understand the broader related context for the assignment. The program was recognized with a British Academy Award for Online learning in 2002 and validated the ideas around mixing instructional with self directed exploration for learning.\u003c/p>\n\u003cp>A few years later, I led the effort to build the \u003ca href=\"http://www.worldwidetelescope.org/\">WorldWide Telescope\u003c/a>, which was designed with this same information architecture allowing for expert-led guided tours about interested places in the universe (instructive learning) which could be paused at any time to allow for full interactive exploration within the richest simulation of the universe populated with the best imagery from ground and space based telescopes that are available today of they sky and deep space objects which are then coupled with deep information resources from different sources around the world.\u003c/p>\n\u003cp>Students can create their own tours and share them with others. I also imagine short videos being accessible on any subject that is linked to deeper information resources and simulations that are available on the web which also allows rich note taking and sharing into the video itself such as in \u003ca href=\"http://research.microsoft.com/apps/tools/tuva/index.html\">Project Tuva\u003c/a> that I designed as an example for online video learning and note taking.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more of MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6557\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-encourages-exploration/ms_school_future_th1342f08-2/\">\u003cimg class=\"alignleft size-full wp-image-6557\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>My ideas on the future school day are based on my experience. I've been creating educational resources that allowed for instructional learning coupled with self-directed exploration and constructive learning. I worked on interactive multimedia CD-ROMs for the Voyager Company, CD-Roms that integrated rich narrative with spatial and temporal contextual exploration in \u003ca href=\"http://store.barnesfoundation.org/giftstore/product.cfm?pID=96\">A Passion for Art\u003c/a>\" and \"Leonardo da Vinci\" from Corbis. I also worked on the broadband-enhanced PBS television program \"\u003ca href=\"http://www.pbs.org/wgbh/commandingheights/hi/index.html\">Commanding Heights\u003c/a>,\" which linked a streaming video television program with resources from interactive timelines and atlases, fully searchable and indexed transcripts of the program and interviews and glossaries.\u003c/p>\n\u003cp>Commanding Heights allowed the teacher to deconstruct the TV show to quickly find elements for specific instruction while also enabling student exploration from those specific elements to understand the broader related context for the assignment. The program was recognized with a British Academy Award for Online learning in 2002 and validated the ideas around mixing instructional with self directed exploration for learning.\u003c/p>\n\u003cp>A few years later, I led the effort to build the \u003ca href=\"http://www.worldwidetelescope.org/\">WorldWide Telescope\u003c/a>, which was designed with this same information architecture allowing for expert-led guided tours about interested places in the universe (instructive learning) which could be paused at any time to allow for full interactive exploration within the richest simulation of the universe populated with the best imagery from ground and space based telescopes that are available today of they sky and deep space objects which are then coupled with deep information resources from different sources around the world.\u003c/p>\n\u003cp>Students can create their own tours and share them with others. I also imagine short videos being accessible on any subject that is linked to deeper information resources and simulations that are available on the web which also allows rich note taking and sharing into the video itself such as in \u003ca href=\"http://research.microsoft.com/apps/tools/tuva/index.html\">Project Tuva\u003c/a> that I designed as an example for online video learning and note taking.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more of MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_6527\" class=\"module image left mceTemp\" style=\"width: 140px;\">\n\u003cp>\u003ca rel=\"attachment wp-att-6527\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-based-should-not-be-based-the-past/ms_school_future_medium-2/\">\u003cimg class=\"size-full wp-image-6527\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium1.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium1.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium1-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>Continuing the series on the future school day, here's how \u003cstrong>Rob Lippincott, PBS Senior Vice President, Education\u003c/strong>, believes the ideal should be.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Learning is a dynamic, just-in-time, fully interactive set of experiences that add up to life. We are ALL learning at ALL times. Schooling is a societal structure designed to accomplish a frustratingly amorphous set of developmental goals and fulfill a shifting set of social expectations.\u003c/p>\n\u003cp>Ideally, schools should be resource-rich environments where people from 2-102 (perhaps only required for those from 4-16 or 18) can participate and receive formal recognition for achievement. They should be some combination of the attributes of temples/gymnasia/libraries/laboratories/game parlors and all carefully designed and staffed to encourage, engage, inspire, assess and reward learning. They should not be modeled on penitentiaries built to most efficient accommodate and process a specific class of behavior difficulties.\u003c/p>\n\u003cp>We need to balance the needs of the workforce (keep immature minds and hands out of jobs until they can be productive; allow parents to work a full day without neglecting their children) and the natural developmental sequence of the human mind and spirit (challenge and support each individual to identify and accomplish proximal development milestones and desired learning outcomes). \u003c!--more-->\u003c/p>\n\u003cp>To do this we need to do a better job of differentiating the teaching tasks - and design a professional sequence of preparation, induction, development and mastery - and understanding the learning tasks (presenting appropriate challenges, supporting successive attempts to achieve mastery, rewarding accomplishment and linking outcomes with progressively higher skill expectations).\u003c/p>\n\u003caside class=\"pullquote alignleft\">Technology should be integral to the process so that children do not interrupt learning to attend school.\u003c/aside>\n\u003cp>Time (start and end time in any day; days per week/weeks per month/months per year) spent in a school context should be measured by more contemporaneously sensible segments (not the traditional northern European agrarian calendar).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Experience - including work, service, play and exploration - should accompany and supplement \"in-class\" time. \"Seat time\" should be reserved for the few kinds of learning that involve sitting down.\u003c/p>\n\u003cp>Technology should be fully integral to the process - exploiting the advances that have transformed the way we work, play, research, write, explain, test ourselves and share - so that children do not interrupt learning to attend school.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Teachers should include and depend upon a wide \"cloud\" of expertise which extends the learning moment for every child through technology, imagination and geography (outside the school walls but inside the curriculum) by enlisting assistants, older (and younger) students, parents and family, experts and mentors from the \"real world\" and the human web which surrounds each learner.\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_6560\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pinksherbet/179279964/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-6560\" title=\"pinksherbert\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/pinksherbert-300x184.jpg\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>When kids are having fun, they don't even realize they're working. The learning process happens organically: curiosity is piqued, and their quest to learn is turned on like a light switch. Off they go.\u003c/p>\n\u003cp>Dr. Sugata Mitra's vision of the future school day revolves around the flip of that switch. And everything in his experience, including his famous \"hole-in-the-wall\" story, proves it. Provide a wired computer to a group of kids -- no matter what their cultural demographic -- and they will learn on their own, because they're interested. Because they want to.\u003c/p>\n\u003cp>I spoke to Dr. Mitra at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest\u003c/a> last month, and asked him to articulate how he thinks the school day of the future should be. In his trademark storytelling style, he illustrates that ideal day.\u003c/p>\n\u003cp>http://www.vimeo.com/18685938\u003c/p>\n\u003cp>Read more about MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">School Day of the Future here\u003c/a>.\u003cimg class=\"alignleft size-full wp-image-6502\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium.jpg\" alt=\"\" width=\"79\" height=\"79\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium-75x75.jpg 75w\" sizes=\"(max-width: 79px) 100vw, 79px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_6395\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-6395\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/screen-shot-2011-01-12-at-11-42-06-am/\">\u003cimg class=\"size-medium wp-image-6395\" title=\"Screen shot 2011-01-12 at 11.42.06 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-12-at-11.42.06-AM-300x226.png\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adil Tahawai: future learner\u003c/figcaption>\u003c/figure>\n\u003cp>What will a typical school day in the year 2020 (or beyond) look like? How and where will kids learn? What will be the role of the teacher, the parent, the education community?\u003c/p>\n\u003cp>Over the coming weeks, I'll post responses from respected authorities on the field byway of articles, video interviews, and innovative projects.\u003c/p>\n\u003cp>We'll launch the series with a collaborative project by \u003ca href=\"http://knowledgeworks.org\">Knowledgeworks\u003c/a> and \u003ca href=\"http://www.collectiveinvention.com/\">Collective Invention\u003c/a> for \u003ca href=\"http://www.edfunders.org/\">Grantmakers for Education\u003c/a> that shows what learning will look like in the year 2025. The group created scenarios of the future from the perspective of learners and educators in order to help grantmakers understand what kind of innovations would make the biggest impact on learners.\u003c/p>\n\u003cp>\u003cem>From \u003c/em>\u003cem>\u003ca href=\"http://innovationforthecommongood.com/archives/564?utm_source=Newsletter+%28from+Aweber%29&utm_campaign=9cc56b3dcb-December_2010_Bulletin12_10_2010&utm_medium=email\">Learning 2025: Forging Pathways to the Future\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The heart of formal learning is the relationship between a learner and a mentor, teacher or technical master. That relationship is supported by family and community. Traditionally we’ve built schools at the center of our communities to enable such relationships for larger numbers of children. In today’s world, the mentor-learner relationship is now managed\u003cstrong> \u003c/strong>by various entities, from school districts to charter school networks to home-school networks to—increasingly--online communities.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And in the future, we can expect that technology’s role will increase as new distance learning models enable innovation at the very heart of the teaching and learning relationship. In a 24/7, Internet-enabled world of learning, the nature of that relationship will undoubtedly evolve. What happens when kids are engaged in geographically-distributed learning cohorts with other students who happen to share their interests, learning styles and/or challenges?\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-6649\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/ms_school_future_medium-3/\">\u003cimg class=\"alignright size-full wp-image-6649\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium2.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>The Ideal Scenario: Learners Create Rich Opportunities\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Amid a culture of flexible innovation, learners shape their own learning experiences, drawing upon a rich learning geography to identify resources that meet their needs.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Personalization of learning experiences are the norm, so the K-12 system of 2010 no longer dominates learning. 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(You'll also see two other videos, all of them portrayed by Jamais Cascio.)\u003c/p>\n\u003cp>http://www.vimeo.com/18723120\u003c/p>\n\u003cp>So all this said, what's needed to get us there?\u003c/p>\n\u003cul>\n\u003cli>Resources geared toward the learner\u003c/li>\n\u003cli>Risk-taking and prototyping\u003c/li>\n\u003cli>Social and peer-based learning\u003c/li>\n\u003cli>New forms of governance\u003c/li>\n\u003cli>Personalized learning and community\u003c/li>\n\u003cli>Public will for change\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://innovationforthecommongood.com/archives/564\">the Learning 2025 project\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_6395\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-6395\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/screen-shot-2011-01-12-at-11-42-06-am/\">\u003cimg class=\"size-medium wp-image-6395\" title=\"Screen shot 2011-01-12 at 11.42.06 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-12-at-11.42.06-AM-300x226.png\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adil Tahawai: future learner\u003c/figcaption>\u003c/figure>\n\u003cp>What will a typical school day in the year 2020 (or beyond) look like? How and where will kids learn? What will be the role of the teacher, the parent, the education community?\u003c/p>\n\u003cp>Over the coming weeks, I'll post responses from respected authorities on the field byway of articles, video interviews, and innovative projects.\u003c/p>\n\u003cp>We'll launch the series with a collaborative project by \u003ca href=\"http://knowledgeworks.org\">Knowledgeworks\u003c/a> and \u003ca href=\"http://www.collectiveinvention.com/\">Collective Invention\u003c/a> for \u003ca href=\"http://www.edfunders.org/\">Grantmakers for Education\u003c/a> that shows what learning will look like in the year 2025. The group created scenarios of the future from the perspective of learners and educators in order to help grantmakers understand what kind of innovations would make the biggest impact on learners.\u003c/p>\n\u003cp>\u003cem>From \u003c/em>\u003cem>\u003ca href=\"http://innovationforthecommongood.com/archives/564?utm_source=Newsletter+%28from+Aweber%29&utm_campaign=9cc56b3dcb-December_2010_Bulletin12_10_2010&utm_medium=email\">Learning 2025: Forging Pathways to the Future\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The heart of formal learning is the relationship between a learner and a mentor, teacher or technical master. That relationship is supported by family and community. Traditionally we’ve built schools at the center of our communities to enable such relationships for larger numbers of children. In today’s world, the mentor-learner relationship is now managed\u003cstrong> \u003c/strong>by various entities, from school districts to charter school networks to home-school networks to—increasingly--online communities.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And in the future, we can expect that technology’s role will increase as new distance learning models enable innovation at the very heart of the teaching and learning relationship. In a 24/7, Internet-enabled world of learning, the nature of that relationship will undoubtedly evolve. What happens when kids are engaged in geographically-distributed learning cohorts with other students who happen to share their interests, learning styles and/or challenges?\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-6649\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/ms_school_future_medium-3/\">\u003cimg class=\"alignright size-full wp-image-6649\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium2.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>The Ideal Scenario: Learners Create Rich Opportunities\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Amid a culture of flexible innovation, learners shape their own learning experiences, drawing upon a rich learning geography to identify resources that meet their needs.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Personalization of learning experiences are the norm, so the K-12 system of 2010 no longer dominates learning. Those schools and districts that remain have become part of a complex and vibrant set of options that together form a loose learning ecosystem. Learning is available 24/7 and year round across many learning platforms and beyond geographic limits.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Smart networks of resource providers form lightweight, modular learning grids to offer flexible learning experiences as demand dictates. Gone are the days when the adults involved in learning primarily served as teachers, administrators, and tutors. Now a whole host of learning agents support learning, with some specializing in particular content and others focusing on pedagogy or assessment design. Networked collaboration is the norm.\u003c/li>\n\u003c/ul>\n\u003cp>To get a sense of the experiences of a wide range of learners from the future -- a 15-year-old Muslim immigrant being home-schooled in Minnesota by her mother, a 17-year-old \"climate refugee\" encamped in Richmond, Calif. with tribal elders, a 17-year-old African American in New Orleans, go to \"\u003ca href=\"http://content.yudu.com/A1p78t/MeetTheLearners2025/resources/index.htm\">Meet the Learners\u003c/a>.\"\u003c/p>\n\u003cp>And below, meet a future \"learning agent\" (known in 2010 as educator). He's addressing two of the learners described above and guiding them on joint projects. (You'll also see two other videos, all of them portrayed by Jamais Cascio.)\u003c/p>\n\u003cp>http://www.vimeo.com/18723120\u003c/p>\n\u003cp>So all this said, what's needed to get us there?\u003c/p>\n\u003cul>\n\u003cli>Resources geared toward the learner\u003c/li>\n\u003cli>Risk-taking and prototyping\u003c/li>\n\u003cli>Social and peer-based learning\u003c/li>\n\u003cli>New forms of governance\u003c/li>\n\u003cli>Personalized learning and community\u003c/li>\n\u003cli>Public will for change\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://innovationforthecommongood.com/archives/564\">the Learning 2025 project\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/envision-the-school-day-of-the-future/ms_school_future_lrg_icon-3/\" rel=\"attachment wp-att-6645\">\u003cimg class=\"alignleft size-thumbnail wp-image-6645\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/MS_school_future_lrg_icon-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>By all accounts, the education community is in the midst of a profound shift, straddling between the constraints of its legacy while pushing for much-needed change.\u003c/p>\n\u003cp>Part of the anxiety around these changes is the uncertainty of the future. No one wants to experiment with the welfare of our kids, but at the same time, it's clear as day that the status quo is holding them back from succeeding.\u003c/p>\n\u003cp>Everyone has an opinion about what the idealistic school day of the future will look like, if not specifically hour-by-hour, then at least by broad themes. I spoke to a number of changemakers and progressives about this topic and will post those interviews below.\u003c/p>\n\u003cp>My question: How do \u003cem>you\u003c/em> think an average school day in 2020 (or even beyond) for a K-12 student will be structured? At home, in the community, online? Where and how will educators interact with learners? You can leave your answers as a comment on this post, or on the \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift Facebook page\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some revolutionary changes are already happening in pockets across the country and across the world. That's natural -- grassroots movements take shape organically, especially with technology as the medium and the rocket fuel. And maybe those changes will continue to grow over time rather than by a sudden decree of state or federal mandate.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Either way, those abstract ideas are becoming more crystallized day by day. The future might not be here, but it's near. I believe we're closing in on it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/envision-the-school-day-of-the-future/ms_school_future_lrg_icon-3/\" rel=\"attachment wp-att-6645\">\u003cimg class=\"alignleft size-thumbnail wp-image-6645\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/MS_school_future_lrg_icon-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>By all accounts, the education community is in the midst of a profound shift, straddling between the constraints of its legacy while pushing for much-needed change.\u003c/p>\n\u003cp>Part of the anxiety around these changes is the uncertainty of the future. No one wants to experiment with the welfare of our kids, but at the same time, it's clear as day that the status quo is holding them back from succeeding.\u003c/p>\n\u003cp>Everyone has an opinion about what the idealistic school day of the future will look like, if not specifically hour-by-hour, then at least by broad themes. I spoke to a number of changemakers and progressives about this topic and will post those interviews below.\u003c/p>\n\u003cp>My question: How do \u003cem>you\u003c/em> think an average school day in 2020 (or even beyond) for a K-12 student will be structured? At home, in the community, online? Where and how will educators interact with learners? You can leave your answers as a comment on this post, or on the \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift Facebook page\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"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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"meta": {
"site": "radio",
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},
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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.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"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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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"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",
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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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},
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"id": "fresh-air",
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"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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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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"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"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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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"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
},
"link": "/podcasts/hyphenacion",
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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/",
"meta": {
"site": "news",
"source": "npr"
},
"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": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"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)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"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",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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